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 paragraph?  Cream 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. 

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 15^th 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.  

Key Wednesday Wars February - November 3rd

Language Art:  Summation for December, January, and February will be Wednesday
                         The Learning Guide for February will be dead on Friday. Students who did not get full credit has until Friday to get any points.


KEY – Wednesday Wars – February

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.
*dank/damp                                        *starcrossed/ill-fated
*nominee/proposed candidate            *arrogant/full of oneself        
*innovative/creative in thinking         *unsavory/unpleasant
*foresight/prediction, see ahead         *symmetrical/evenly shaped or aligned
*prosperous/successful                      

B.  Insert the correct punctuation between the clauses where needed.
1.  It was a new school year; Holling did not look forward to it.
2.  His teacher was Mrs. Baker; he thought she hated him.
3.  Mrs. Baker sent Holling to the principal; she thought he needed extra math.
4.  Holling cleaned the erasers; he banged them against the wall
5.  It was Valentine’s Day; Holling had asked Meryl Lee out.
6.  Holling was horrified when he saw his costume for the play; it consisted of yellow tights with white feathers on the butt.

C.  Figurative Language – Write one example of five different types of figurative language found in the chapter (simile, metaphor, personification, idiom, symbolism, hyperbole, allusion, analogy, alliteration, cliché.  Tell what figurative language it is an example of.  ANSWERS WILL VARY – some possibilities are:
*snag, snare - alliteration
*It’s Shakespeare,” I said.  It doesn’t have to make sense.  allusion
*Then she’ll know you’re a cheapskate and dump you.  metaphor
*On the other side of the dome, building spread graceful wings.  personification
*fizz onomatopoeia

1.  What do Holling and his sister complain most about wearing for their father’s ceremony (p. 131)?  Carnations/flowers
2.  What unfortunate event happens to the Hoodhood home before going to the ceremony (p. 131)?  Newly plastered ceiling fell through - smashed everything in the way.
3.  Cite evidence to show why Holling thinks the story of Romeo and Juliet is stupid (p. 134-135).  They never would have done what they did with the poision and the knife.  They would have ignored the family feud and just gone off to Mantua together.
 4.  What conflict/problem does Holling encounter when he asks Meryl Lee out for Valentines Day (p. 137)?  Holling doesn’t know where he can take her with only $3.78.
5.  What does Mrs. Baker tell Holling is more important than how much he spends on Meryl Lee p. 141)?  “How much you give her of yourself”
6.  What does Mrs. Bigio give Holling for his date with Meryl Lee (p. 142)?  Tickets to see the play Romeo and Juliet
7.  What word describes Mr. Kowalski’s design for the new junior high school (p. 144)?  classical
8.  What word does Holling use to describe his father’s design for the new junior high (p. 144)?  modern
9.  In what way did Mr. Kowalski change his design for the new school (p. 147-148)?  Combines Mr. Hoodhood’s “modern” glass idea with his “classical” pillars.
10.  How does Meryl Lee defend herself when Holling blames her for his dad losing the bid for the new school (p. 151)?  Meryl Lee says she just showed her dad Holling’s drawing because it was so good.  She didn’t know he would use the same design.
11.  Compare and Contrast - Holling wrote two different essays about Romeo and Juliet and what Shakespeare wanted to express about being a human being. In the space write what might be a title for his first essay, and what might be a title for his second essay.  Write one sentence that might sum up his feelings in each.  What happened that changed Holling’s thinking (p. 150-152)?  ANSWERS WILL VARY.  In Essay #1 Holling is angry at Meryl Lee so his essay is about not trusting.  He rewrote the essay after he and Meryl Lee made up.  Essay #2 is about how hard it is to care about two things at the same time.
Essay #1                                                                     Essay #2
Title: ____________________________________ Title: _______________________________
Summation: ________________________________Summation:  ________________________
__________________________________________                      _________________________
What changed?  Holling talked with Meryl Lee and came to understand she didn’t deceive him.  She cared about him, and her dad’s business.

12.  What company withdraws its bid for the new junior high school P. 154)?  Kowalski and Associates
13.  What news does Mrs. Baker receive about her husband (p. 155)?  Husband is missing in action

Explicit or Inferred
H.  Write explicit if the information is clearly stated in the text.  Write inferred if the reader, or a character makes an assumption based on the clues or evidence in the text.
1.  Holling invited Meryl Lee to go somewhere on Valentine’s Day.  Explicit
2.  If Holling took Meryl Lee to Woolworth’s, she would think he was a cheapskate.  Inferred
3.  Every boy has to give a girl a gift on a Valentine’s Day date.  Inferred
4.  Holling was right about Mr. Goldman’s next play being Romeo and Juliet.  Explicit
5.  Mrs. Bigio’s tickets had to be used so that Meryl Lee wouldn’t think Holling was a cheapskate.  inferred

6.  Meryl Lee thought the play of Romeo and Juliet was “so tragic.”  explicit

Novel Summative:  Wednesday Wars – chapters Dec., Jan., Feb.

***Students who do not score proficient on the test will need to have all learning guides completed before re-taking the test.

January Learning Guide Key

Teaching Objective: Students will study the novel The Wednesday Wars to learn knowledge and understanding of literary elements:  character, setting, plot, rising action, conflict, climax, turning point, falling action, resolution, RL 8.2

Learning Objective:  Students will use sticky notes to follow along with the story then using the sticky note they will be able to complete their Learning Guides.  Taking notes on literary elements from the white board and continue working in small groups to complete Wednesday Wars - January Learning  Guide.

Starter: adeles cousin recently took a rafting trip on the colorado river



KEY:  Wednesday Wars – January

A.  Vocabulary:  Become familiar with the words.
*fortifying - strengthen                                              *vengeance – punishment/retribution
*intercepted – cut off/obstruct                                    *ample – more than enough/plentiful
*consonant – speech sound that is not a vowel

B.  Identify if the italicized word is a predicate nominative (PN), or a predicate adjective (PA).
1. Holling Hoodhood is embarrassed.  PA
2.  Doug’s brother is a mean, mean bully.  PN
3.  Holling’s sister was upset. PA
4.  Sycorax and Caliban are loose. PA
5.  The Home Town Chronicle is a home town paper.  PN
6.  Doug is a good friend.   PN
7.  Holling’s dad says that having a kid in school is a big plus.  PN
8. The busses were late.  PA

***Underline and label the complement in the following:
9. “Malice is not always small and petty”.  PA
10. Mr. Guareschi is the “dictator-of-a-small-country”.  PN
C.  Apostrophes – answers will vary
D.  *she would/she’d                    *cannot/can’t                   *they are/they’re
      *did not/didn’t                           *will not/won’t                 *you will/you’ll
      *we have /we’ve                       *there is/there’s              *that was/that’s

E.  Rewrite the phrases using an apostrophe to show ownership.  Will somewhat vary
1.  The book belonging to Holling /  It is Holling’s book.  / The book is Holling’s.
2.  The books from the library. / It is the library’s book. /  The book is the librarie’s.
3.  The dusters used by the teachers.  / It is the teachers’ duster.  / The duster is the teachers’.
4.  The cream puffs bought by Mrs. Baker.  / They are Mrs. Baker’s cream puffs.
5.  The plays written by Shakespeare. / They are Shakespeare’s plays.

F:  Figurative Language:  Underline and label the figurative language. There may be more than one in each.
1.  “There was a flash of inspiration and ambition (personification) – which was, according to Shakespeare, what Macbeth (allusion), was feeling a day or so before he murdered Duncan.  (allusion)
2.  “Let’s keep you on your toes,” (cliché/idiom) she said cheerfully.
3.  “Fix this or you die,” (hyperbole/cliché ) she said.
4.  I walked home under gray clouds whose undersides had been shredded.  They hung in tatters and a cold mist leaked out of them.”  (personification)
5.  “…and then the rain started to spatter (onomatopoeia) thickly on the window, and then all sounds of it faded away, and my room began to grow cold.  (personification)
6. “…he couldn’t control the Long Island Power Company, which that morning was spending its time not giving electricity to most of its customers – including Camillo Junior High.” (personification)
7.  “Now,” said Mrs. Baker, “While the sugar is coursing through your veins.” (personification)
8.  “Not that she had suddenly become filled with the milk of human kindness. (metaphor) (That’s from the Tragedy of Macbeth, by the way).  (allusion)
9.  “The wind sculpted the snow first into low mounds and then into strange, sharp shapes.” (personification)  (strange sharp shapes – alliteration)
10.  “At times the Long Island Power Company would muster up some electricity and send it out.” (personification)
11. “…the four of us huddled together under blankets like the pioneers .” (simile)  (pioneers – allusion)
12.  “I hiked through knee-deep drifts to school, (hyperbole/cliché) the wind still wailing and throwing itself against me.” (personification)
13.  “Right away the radiators began to clank (onomatopoeia) and pound as if Mr. Vendleri was going at them with a wrench.”  (simile)
14.  “The radiators were giving off that hot iron smell, (personification) sort of like a southwest wind that blisters you all over.” (personification, simile)
15.  “Most of the water component of my body had been sucked (personification) into the little cotton compartments of my thermal underwear.” (personification, metaphor – water component compared to cotton compartments)
16. “…the flakes that were coming down were the kind that really wanted to be rain but couldn’t quite get there.” (personification)
17.  “…and so the clock clicked (alliteration, clicked – onomatopoeia) down to the end of the school day. (clicked down to the end of the school day – personification)
18.  “I headed outside, watching, watching, watching (alliteration) for Doug Swieteck’s brother, his words hovering  (personification) like the snow in the air. (simile)
19.  “They stood in line like a platoon, (simile) and each one lifted up his left arm and pointed at me.  In their right hands they held snowballs as big as bowling balls.” (simile)
20.  “There were pictures of soldiers capturing a Vietcong POW. (allusion)  There were pictures of soldiers standing (alliteration) around supply catches.”

G.  Understanding What You Have Read
1.  Often people are excited to get their picture on the front page of the newspaper.  Why didn’t Holling like it?  Holling felt very embarrassed.
2.  What did Doug Swieteck’s brother do with the newspapers he stole?  Doug’s brother had cut out and colored the newspaper pictures of Holling as Ariel, and put them all over the school.
3.  What further evidence is there that Doug is a good friend to Holling?  Doug took a black eye from his brother when he refused to color the pictures.
4.  Compare Holling’s sister’s attitude toward his front page fame, with her attitude toward him when he suggested he would go to military school.  __________________________________________________
 When Holling’s picture in yellow tights gets taped to her locker his sister is mad and embarrassed.  When he talks about military school in front of their father she says it is no more ridiculous than the school they attend.  When she talks with Holling privately she realizes he could end up fighting at war and she “couldn’t stand it…”  (if she were to lose him).
5.  Describe the setting (time and place) and tone (feelings/mood).  (p. 110-112).  Ice storm, slippery, mad bus drivers, no electricity, gray, cloudy, uncomfortable/miserable
6.  About Holling’s Ariel photo, Mrs. Baker says it is a “wonderful picture of you playing a wonderful part,” and “people will soon forget about Ariel.”   Holling says, “It’s not like it’s your picture in the halls, or that you have all that much to worry about.”   What evidence is there that this is upsetting to Mrs. Baker?  What would upset her about it?    Mrs. Baker tells Holling to go sit down and she doesn’t speak to him the rest of the day.  Mrs. Baker’s husband is away at War.  It is insensitive for Holling to think she has nothing to worry about/it is a reminder to her that it is a worry that he is in harm’s way.      
7.  When Holling alludes to Macbeth, Mrs. Baker claims Shakespeare is showing “that pride combined with stubbornness can be a disater” (p 109).  What evidence is there that this statement might apply to Mr. Guareschi?   Mr. Guareschi refuses to close the school when it snows and the roads ice over, forcing the buses to continue running and all teachers and students to attend school for standardized tests.
8.  Since cause is what happens, and effect is the result of the cause, what indirect effect is there regarding Holling and Mr. Guareschi’s stubbornness in keeping the schools open?   Holling getting hit by an out-of-control bus while trying to save his sister.
9.  Who goes with Holling to the hospital?  Mrs. Baker and Mr. Guareschi
10.  In regards to Holling going to the hospital, explain which character you think is there out of genuine concern for Holling’s well-being, and which might be more concerned about being liable for the accident.  Answers vary - Mrs. Baker out of concern.  She drives him and waits with him.  Mr. Guareschi might be worried about liability, because school probably should have been closed.
11.  Foreshadow is when the author gives hints or clues about things that might happen in the story.  When Holling notices Mrs. Baker watching TV in the waiting room (pg 127), what is inferred?   This is not the first reference to Mrs. Baker and her unspoken emotional reaction.  What might the author be foreshadowing with these inferences?   Mrs. Baker is watching the new and worrying about her husband.  It might be foreshadowing that something will happen to her husband.
12.  During the snowstorm, Holling sees a chance for revenge against Doug Swieteck’s brother by throwing a snowball at him. How does Doug’s brother know it is Holling who hit him with the snow ball?  When Holling goes into the bathroom an eighth grader recognizes Holling as being the one and tells Doug’s brother
13.  Holling compares himself to Malcolm, the son of the murdered king in Macbeth, who has no more need for vengeance after Macbeth is killed and he finally becomes king. Why do you think Holling no longer feels a need for revenge on Doug’s brother?  Since pictures were posted of Holling saving his sister, Holling probably feels that his reputation has been saved.
14.  The chapter begins and ends with Holling walking down the hallway and everyone smiling at him.  Compare and contrast how the two situations are the same and how they are different.
Same:  involve photos of Holling “flying” in the air…different:  The first one was out of vengeance to be mean and Holling was upset and embarrassed.  The second showed him as a hero so he was proud.


Novel:  Wednesday Wars - February, with Learning Guide (Use sticky notes to mark important things in the chapter while listening to the audio).

Narrative Writing Pretest 10/20-21/15

10/20/15

Language Arts

Teaching Objective: Students will study the novel The Wednesday Wars to learn knowledge and understanding of literary elements: character, setting, plot, rising action, conflict, climax, turning point, falling action, resolution. RL 8.2

Learning Objective:   Students will fill out the pretest handout for literary writing terms. Students will then share and fix answers on their pretest for completion of their own personal learning guide.

Starter: Correct this week’s sentence by identifying sentence parts including complete subject, simple subject, complete predicate, verb, direct object, indirect object, predicate nominative, predicate adjective, noun of direct address, appositive or appositive phrase, prepositional phrase, etc.

Sentence Starter:  are there any alligators in that swamp mom

Literary Writing Handout: this will need to be gotten from me.

Power Point Check: After completing the handout students will check and correct/ discussion bringing in Wednesday Wars.

Follow-up: Reminder of December Learning Guide check off will be dead Wednesday 21^st no points after this date.

Novel: Wednesday Wars January Learning Guide audio beginning 10/21/15

Comprehensive Listening:  Procedure: Place sticky notes identifying figurative language, things you question or don’t understand, want to refer back to, or find important to the story while listening to the audio.  The last few minutes of class go to your sticky notes and transfer page numbers, paragraph numbers and key words onto paper so you will have it for reference in the novel at a later date. 

Stained Glass 8th

Stained Glass Assignment/ Criteria

Objective: Students will learn a process of mosaic my using construction paper and tissue paper

Directions:

*Using thin paper divided into 4, draw roughs, these may be a design/ pattern, nature, and or a landscape. It must utilize the space on the paper same as it should look for a final on the construction paper.

*When choosing the best remember you are thinking stain glass, not how large can I make my sections or how quickly can I get this assignment done. Every area must be no larger than 2” by 2” that includes any item that is the same such as sky, land, water, or just designs.

*Enlarge best on black construction paper, draw a ½ inch border, the border must be showing in the composition at the end not just to start, (important).

*When drawing your choice you need to intertwine everything together, including the border.  Too much black showing becomes boring, not enough black makes design too weak. There should not be any area of black larger than the border, all sections need to be ¼” unless some sections need just a hair larger for interlocking.

*You are trying to recreate a stain glass not just a project. All rules for a stain glass must apply to your finished product. The border is the frame, the tissue is the glass, and the black is the lead, keeping all the pieces together.

*Using an x-acto knife, and lap board cut out sections leaving thicknesses of black. 

*Using tissue paper, glue and scissors to cut the tissue, trace your sections of tissue to the appropriate size for the section, do not extent outside the shape, cut tissue and glue to the back of the construction paper. You should be gluing to the pencil side so on the completed project there should be no pencil showing.   Section by section will need to be addressed with each tissue paper color.

*Be creative to show values, level change, and section change. Taking large sections of tissue and pasting it to the back is not stained glass. This is just being lazy.

*See examples, for ideas and best results.

*This assignment shows elements of art: line (curved, diagonal, horizontal, and vertical), shapes (geometric and organic), space (positive and negative) and color (any and all from the tissues found in box). Principles of design: balance (asymmetrical or symmetrical), and could even show rhythm (pattern).

 

Final Color 9th

Final Project: Color (pencils)

This is the final project and time should be spent on it. There are things you will need to consider when looking for a final project (reference). Look in magazines, books, calendars, novelty magazines, if you look on the internet to print off make sure you have color in the printer and it is a good quality picture not something small that needs to be enlarged a lot. etc.  The list can go on you need only look. It must be in color. Pick something that will challenge but not so hard you get frustrated.

1. You will need to think of the subject matter:

*no cartoons/ or coloring book style (black outlines, or flat shapes)

            *no logos/ numbers/ letters/ silhouettes, etc. no exceptions.

            *it must be realistic, not fantasy 

            *nature, landscape, inanimate, portrait, etc. are a few examples.

2.      You will need to think of the Composition. It must be a good composition, filling 3/4‘s of the paper. Must be 3/d the whole picture needs to be looked at, the positive / negative space, asymmetrical or symmetrical balance and more will need to be considered, outlines should be the start only I should not see pencil by the end of your composition. If a line starts the project then color and values should finish it. 

3.      Values; these are a very important part of your final. They will help you make your composition 3/d. You will be using colored pencils, because of this you will need to consider your values in a different way. Changing the intensity of the colors going from a deeper color to lighter in the same pencil, or each section outlined, these are not values. Values in color are used with white, black, and even a gray pencil. Another way would be using the direct complement and even the opposite of what you are using for example if using a red using green as the complement or the cool colors as the values.  It is not always better to use black or gray for a darker value.  Remember one pencil will not give you values you must use multiple pencils for the whole of the picture. 

4.      Proportions, Texture, Craftsmanship, Form will also be considered. You need to remember how an overall effect will look. This makes a difference to how I think you feel about the final. If it looks sloppy, ripped, folded, wrinkled, not finished or even looks like a rushed job, you could care less about your grade. A person can tell if you have taken time to work on a project. 

5.      You will be using large thick paper, (80 weight is what I have) and may have a 1” border (not mandatory) . If you are going to use your own colored pencils, look for a large enough set (more than 12). If you are planning to purchase your set and are looking at a really good set consider the prismacolor brand.  These are more expensive but they are the better quality for your money.  (We sell then here at the school, or you may spend more at other stores).

6.      Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  How well they do their values, proportions, texture, balance, space, form (3/d), unity, overall quality of work.  I would also like you to give your student a rating between 1-25 with 1 being no effort or time spent and 25 being many hours and a high quality effort spent.  (what would you give them points wise for a grade) Thanks for your help.  Ms. Ewell

Due: ________________________________ Late work will only receive ½ credit. It is at the end of the trimester and not much time to get it in later. 

Final Color Parent Scoring Sheet

Student Name: __________________________________             Hour: ______

Comments:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Score (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________