September 15

Language Arts:

       Students took the summative for RL 8.1 Explicit/ Inferred we will be continuing on with sentences and Wednesday War's.
     Students need to have a reading book here Wednesday for reading time.

Sentence: our family had a picnic on labor day

Monday: pos.pro       n        av/past        art       n         prep     ---N---
                  our        family    had             a     picnic       on     labor  day

Tuesday:                   S             vt                       do        adv prep ph
               our         family        had        a           picnic   (on  labor day)
                                                                                           ---op---

September 10

8th grade Art

     Continue with same assignment, Color Wheel with tints.

Foundation Art II

     Continue with Alphabet, Mid Term project and Notes for test on Monday or Tuesday.

Langue Arts

     Starter: everyone should listen to the teacher

     Starter will be punctuation and capitalization

     Guided Practice review and finish RL8.1
     Class Practice RL 8.1

Begin reading Wednesday Wars and working on the Novel Learning Guide.

September 9

8th grade art

     Students were to finish the Organic Form and turn it in.
 
     Students were to start working on the Color Wheel with tints

     Students were given further information about the Mid term project and we went over what types of material they would be able to use for the sculpture. Examples, gal. size cans, metal, plastic bowls, baskets, glass bottles, bolts, washers, scrap metal, etc.
   
     Due date for the mid term project is October 2nd this is a Friday, just before parent teacher conference.


Foundation art II

     Students should have in the following assignments: step by step, scale and proportions, upside down lady, forms/ depth.
 
     Students are finishing up the texture hand. They should be almost finished with this assignment.

     Students should be working on the Creative Alphabet.  This assignment they may choose one of the styles to complete the assignment.  Instructions are on the board.

Creative Alphabet.: •using common in an uncommon way.  By taking common objects and placing them in different uses they become uncommon.  An example is a butter knife the common use is as a utensil for eating, by taking that same knife and using it as a screw driver it changes it common use.

•Background knowledge plus imagination.  It has to start somewhere. You knowledge lets you think of many things from their looks, uses etc. by using your imagination you are able to manipulate your information into new images.  Think of a pencil and the many things you can use it for and what you can make it into. This is an example. 

•Sm think paper (hand out) sections are there

•You will be designing an entire alphabet choosing from three different ways

•Letters must show depth, texture and detail staying within your chosen way

•No letters, numbers, logos, designs, patterns, and basic shapes

•A: is using the first letter of word

•B: is common theme (must be pre approved)

•C: is a combination of a and b

Language Arts

Starter: students are to write the sentence and complete the part working with clauses.

Sentence starter: everyone should listen to the teacher

Video: A Look Back at the 1960's  CBS The Early Show 5 days 5 decades (6 min.)

https://www.youtube.com/watch?v=KU-eOk8msS0

Video: Vietnam War History (3 min. )

http//www.history.com/topics/vietnam-war/the-road-to-war

Discussion - Making Inferences:

*One of the few things that people will agree on when talking about the 1960's is that the wolds changed over the course of that decade.

     *Why were the 60's considered the "Years that Shaped the Generations?"

     *What events and issues were most significant?

     *Who or what had the greatest impact on the decade?

Handed out the Novel Learning Guide:

Reading:  September - Wednesday Wars

Handout:  September – Wednesday War

 Name:  __________________________   Hour:  ______________   Date:  ___________________

Novel Learning Guide:  Wednesday Wars – September

Vocabulary – Know the meaning of each prior to reading. 

*Reassignment ______________________________,              *mutilation  ____________________________,

*Ally_______________________________________,             *casualty_______________________________,

*recruited__________________________________,               *perimeter  ____________________________, *propulsion_________________________________,              *nefarious ______________________________

Grammar Activities: 

Nouns are words that name people, places and things.  Common nouns are not specific. Proper Nouns name specific people, places, and things. 

A. Make a list of five common nouns and five proper nouns from the novel as you listen. 

Common                                                                    Proper___________________________

*                                                                                  *         

*                                                                                  *

*                                                                                  *                                                                *                                                                                  *                                                                 *                                                                                  *                                                                                         

                                                                                                                                                        

                                                                                                                  

                                                                       

Adjectives are words that modify or describe nouns.  When more than one adjective is used, separate the adjectives with a comma. 

B. Make a list of two adjectives to describe each of the common nouns you have listed in Part A.

*_________________________ , ______________                                                                          *_________________________ , _________________________                                            

*_________________________ , _________________________                                                    *_________________________ , _________________________                    

*_________________________ , ______________                                                                                                                                                            

C.  Underline the nouns and circle the adjectives in the following sentences.

                1.  Holling felt he was picked on by his classroom teacher, Mrs. Baker.

                2.  Every Wednesday Holling cleaned the blackboards and dusty erasers.

                3.  The two rats ate the delicious cream puffs Holling had brought.

                4.  Ariel had to wear yellow tights and white feathers which was embarrassing.

                5.  The boys enjoyed their private tour of Yankee Stadium thanks to Mrs. Baker.

                6.  The plays of William Shakespeare contain interesting plots and characters.

                7.  Mr. Hoodhood’s bullying tactics alienated his daughter, who ran away.

                8.  The whole class was at the airport when Lieutenant Baker returned.

Collective nouns name groups of things; often specific for each noun:  A flock of doves, a herd of cows  

D.  Write the collective term for the following:

*bees                                                   *lions                                         *elephants                            *ants                                                    *baboons                                    *sheep                                         *whales                                                *gorillas

Punctuation Activities

A sentence begins with a capital letter and ends with a period, a question mark or an exclamation mark. Quotation marks are used around a direct statement, preceded by a comma. 

E.  Punctuate the sentences correctly.

                1.  Holling did not want to work with the students in the sixth grade

                2.  Stop them yelled Mrs. Baker Don’t let them escape

                3.  What did you think of the play asked Mrs. Baker

                4.  Doug Swieteck’s brother enjoyed his time off school

                5.  Help shouted Danny Will someone please help me

Figurative language is saying something other than what is literally meant for effect. For starters understand:

Simile:  a comparison of unlike things using the words “like” or “as.”

Metaphor:  a comparison of unlike things NOT using the words “like” or “as.”

Onomatopoeia:  the formation of a word from a sound associated with what is named

F.  Each of the following lines from the novel uses figurative language.  Respond accordingly.

1.  “This look came over her face like the sun had winked out and was not going to shine again

      until next June.”  Figurative Language used is:   ____________

      ____________ is compared to ______________ meaning __________________________________.

2.  “To ask your big sister to be your ally is like asking Nova Scotia to go into battle with you.”

     Figurative Language used is:  ______________

     ____________ is compared to ______________ meaning ___________________________________.

3.  “Her lipstick was the color of a new fire engine.”  Figurative Language is an example of:  ___________

     ____________ is compared to ______________ meaning ___________________________________.

4.  “It (playing) was like walking into my own destiny.”  Figurative Language is:  ____________________

     ____________ is compared to ______________ meaning ___________________________________.

5.  “There was a growl that rose out of him like he was some great clod of living earth.” Figurative

       Language used is:  ___________    

      ____________ is compared to ______________ meaning ___________________________________.

6. The word ____________is an example of onomatopoeia because ________________________.

7.  “Did you see him fly?  Like a missile.”  Figurative Language used is an example of  ________________.

     ____________ is compared to ______________ meaning ___________________________________.

8.  “…she makes me feel as stupid as asphalt.”  Figurative Language:  _______________

     ____________ is compared to ______________ meaning ___________________________________.

9.  “The P.A. crackled and screeched like a parrot.”  Figurative Language:  ______________

      ____________ is compared to ______________ meaning ___________________________________.

10. __________ and __________ are examples of omomatopoeia because _______________________.  

11. “…your sneakers squeak on the waxed floors like you’re torturing them…”  Figurative Language:  ____

       ____________ is compared to ______________ meaning __________________________________.

12.  “Squeaked” is an example of what Figurative Language?  _______________________

13.  How can you most easily turn a simile into a metaphor?  ___________________________________

Notes to self: 

*Use quotation marks when using a direct line from the text.

*In most cases, the punctuation mark goes inside the quote mark.

*and ellipsis (three dots …) indicates some of the information is left out.    

Understanding What You Have Read – Wednesday Wars, September

Directions:  On your paper put your name, hour, date and assignment title.  Use key words to answer the questions.  In other words, you do not always need to use complete sentences however, include all relevant information.  (The number in parentheses indicates the page number where explicit information can be found).

1.       What is the setting of the story including where Holling attends school (1).

2.       Who is the narrator?  Provide three pieces of evidence about him (first few pages).

3.       Describe Doug Swieteck (1).  Provide three pieces of evidence.

4.       What is the 410 list (1)?

5.       What happened to Mrs. Sidman (1)?

6.        Explain why Holling has to spend Wednesday afternoons alone with Mrs. Baker (3).

7.       Describe the Hoodhood home.  Give at least 3 pieces of evidence (5). 

8.       Why does Dad want HHH to be nice to Mrs. Baker and seems unsympathetic to Holling’s feelings that Mrs. Baker hates him  (7-8)?

9.       Describe Meryl Lee (11).  Provide three pieces of evidence.

10.   What happened in the soccer game at recess (15)?

11.   Why does HHH think Mrs. Baker hates him (17-18)?

12.   What is HHH’s worst subject (20)?  What was the result of Holling’s visit to the Principal’s Office (21-22)?

Worked on Guided Practice with inferences based textual details. RL 8.1

September 8, 2015

8th grade art.
   
     Introduction to Second Hand Sculpture. This Sculpture will be due on the 2nd of October this is a Friday just before parent teacher conference.

September 3, 2015

LA 

Students will be learning about RL8.1 Explicit and Inferred.  Pretest today with definitions and group work.

9/3 (Thursday - Week 1) RL.8.1 explicit and inferred

Read the following information about explicit and inferred evidence.  Make two column notes outlining details you learn about each.

Explicit                                                

*The word "explicit" means clear and fully expressed.  If something is explicit, there is no question as to what it means, no hidden connotations and no room for misunderstanding.  If a fact is explicit in a reading comprehension passage, it is stated outright.  For example, if the first sentence of a story is "It was a dark and stormy night," that is an explicit fact.  There is no room for debate; the reader cannot be confused and think that the story is set on a sunny morning. 

Inferred

*If something is inferred or implicit it is not expressly stated, but the reader understands it anyway through other clues in the text.  For example, if a story begins with "The trees were swaying wildly outside Anne's window as she prepared for bed, and the gutters were overflowing," the reader can infer that it is probably dark, stormy and at night even though these facts are not explicitly stated.  Inferred facts in reading comprehension also often involve the motivations of the characters.

Explicit facts are easier to spot that inferred facts.  Explicit facts include the basic who, what, when and where of the story, and often the how and sometimes the why.  Anything that requires drawing a conclusion is inferred evidence.

(write on your own paper)

Second assignment. 

Standard: RL8.1 Explicit and Inferred

Directions: name, title, date, and hour in upper right hand corner.  Read the paragraph and follow the instructions.

Bubba is a new foreign exchange student in our class.  He is from outer space, from the planet Zullonne.  He will need a lot of help in getting around our classroom.  The first thing that will need to be done is he has a brand new pencil and will need this to be sharpened.  Your job is to write down the instructions, a step by step process to help him get from his desk to the pencil sharpener.  Don't leave anything out.  Any instruction may benefit a smooth transition from the desk to the pencil sharpener, and sharpen his pencil, then return back to the desk.  Thank you for your willingness to help out Bubba in this difficult transition of sharpening his pencil.

      You will be reading your instructions.  Make sure they flow just like you would like Bubba to flow. 

Students need to bring their reading books next week!



8th grade Art

Students will be finishing up the organic form assignment and will be introduced to Color Wheel with tints.  The instructions will follow. 

OStudents will draw 4 roughs using pattern, harmony, balance, line, shapes, form

OChoosing the best to enlarge on sm. thick with a ½ inch border

OStudents need to make sure the design is exact with each section being repeated over and over to get the desired results.

OStudents will be doing the color wheel but will be multiplying  and also adding tint to each of the colors.

OStudents will need to have 24 colors going from yellow around and back to yellow-green

O with each of the 24 colors students will also be doing to values of tint (white) give two going from a medium to a really light value of that said color. 

OCraftsmanship and exactness in mixing is a must.

 OThese first few are examples of patterns

O They will also show exactness in design

OIt is easer if your design has the correct amount of section then if you have over the amount

ORemember you will need 24 main area and for each of those 24 area you will also need 2 more smaller area for the tints.

OThat brings the total to 72 sections

OEach color will need 3 areas you will be painting

OThe first is what happens when you try to go over the amount and then get lazy.

Foundation II   

Students will be finishing up step by steps and turning them in.

Students will be introduced to Texture and Creativity.  Students will be doing 5 different textures being aware of detail and start adding light and dark to give the appearance of a three dimensional surface on a two dimensional plane.  in creativity students will be creating an alphabet by using choosing two different ways. the first being they will use the first letter of the object the first letter to create the letter.  e.g. ants and placing them in the shape of the letter A.  the second way is using a common theme and recreating the letters with that common theme.  This must be pre-approved before they will be able to do this one the third way is by combining the two together and creating the alphabet this way this is the hardest.

         

September 2, 2015

Introduction to the 60’s

Learn about the 60’s.  Research and write down as much evidence as you can for the desk you are assigned to in your row.  Your goal will be to share with a group, and then with the class. 

Desks #1:  Government –leadership, new Acts  and laws

Desks #2:  Political Movements/War

Desks #3:  Literature, Music and Fashion, inventions, progress

Desks #4:  Economy/Work/entertainment

Desks #5:  Important people

Desks #6:  In general/overall

You might also try researching specific information such as: 

President John F. Kennedy

Robert F. Kennedy

Martin Luther King Jr.

President Lyndon B. Johnson

President Richard M. Nixon

Vietnam (war/conflict)

The Battle of Khe Snah (Khesanh)

William Shakespeare

Beetles/Monkees

Flower children of the 60’s

Specific to the novel

Walter Cronkite

101^st Airborne Division

Bar Mitsva

Detective Kowalski

Plague

Shakespeare’s Merchant of Venice,

The Tempest – Caliban

Bob Hope

Treasure Island

Call of the Wild

September 1, 2015

8th grade Art/ Foundation I

   * Students were introduced to basic lines and shapes and the importance of do your best in completing the work not seeing if you can be first in completing the assignment.

   * Worked on Organic form.  We did the painting section of the shape, Students were to bring their black marker for the second section but some classes were not told.  A black sharpie is the best.  It will help with the crisp lines of the form.  We will be finishing this project by Friday at the latest.


Foundation II 9th graders

     * Students did another step by step this time a bike.  We will be completing these on Friday and turning then into the box.  If student is absent on Friday they may turn them in on Thursday or Monday when they return.

     * Students were given two work sheets.  The first is called Scale and Proportions this assignment is to teach the student to enlarge from a smaller picture. The second it and upside down lady this teaches the student to break it down in their mind simple lines, shapes and angles to better help with the basic drawing skills.  These will be due Wednesday.  They are projects that are simple and should only take a a class period to complete.




Language Arts

     * Students finished the getting to know you activity we started yesterday.  We started with a pre test on the book Wednesday Wars.  We will be starting the unit Officially Wednesday talking about the 1960's the different events that happened during that time period.  We will also be starting the sentences as bell ringers for better understanding of the core in writing. Remember students need to have a reading book to bring to class.