Ms. Ewell's Classes: September 2015

Thursday, September 24, 2015

October Learning Guide

Language Arts

Students should have their October learning guide packet complete for check off tomorrow. We will be starting on Learning Guide November Tomorrow. We will have one more review on RL 8.4 figurative language before the final summation. This learning guide will be checked tomorrow and be dead on Wednesday the 30th.

KEY: Wednesday Wars – October (RL 8.1-5, L 8.2)

*persecution – hostility toward, ill treated *strategy – plan of action

*paranoid – mental condition *dialogue – conversation

*extravagant – lacking restraint in spending *ominous – threatening

B. Make a list of energetic action verbs and three verbs that also use auxiliary verbs with the action verb. ANSWERS WILL VARY

Energetic Action Verb Auxiliary Verb(s) + Action Verb

*________________________ * __________________________

C. Circle the verbs and underline the adverbs in the following. Tell whether the adverbs tell how, where, when degree/ extent, how often/ how much.

1. Holling went outside and cleaned the erasers thoroughly. Tells ______________

2. He felt embarrassed when he saw the costume designed for Ariel. Tells _____________

3. Mrs. Baker looked at Holling thoughtfully as he crouched under the disk. Tells _________

4. Mrs. Bigio treated Mai Thi badly because she was feeling distraught herself. Tells _________

5. Holling did not notice that the knives and forks fell out of the backpack. Tells __________

Verbs Adverbs Tells

1. went, cleaned outside, thoroughly where, how/ extent

2. felt, saw embarrassed how

3. looked thoughtfully how

4. treated, was feeling badly, distraught how, how

5. did notice, fell not means “not” or “no”

Punctuation – The comma (,)

ANSWERS WILL VARY

D. Use content from the novel. Write a sentence to illustrate each of the four uses explained above.

*Separating adjectives: ___________________________________________________________

* Separating verbs: ______________________________________________________________

*items in a list: _________________________________________________________________

*series of phrases or clauses: ______________________________________________________

E. Underline the figurative language and Identify what figurative language is being used.

1. “The classroom clock clicked off the minutes.” Figurative Language is onomatopoeia

2. “…a sent that lingered like the smell of a dead animal caught underneath the floorboards.” Figurative Language is a Simile

3. “The day was still a perfect blue October day, as if it had been waiting for me since I’d missed it at lunch recess.” Figurative Language is: personification

4. “There was a little pause while the whole world sucked in its breath.” Figurative language is: Personification

5. “The world is not a fair place.” “Life is not fair.” Figurative language is a cliché

6. “Hiss,” said Caliban… “Screech,” said Sycorax…” figurative language Onomatopoeia

F. Explain what can be inferred from the following.

1. “…And by the way, for the record, I didn’t exactly say “oh” when Sycorax and Caliban jumped out from the cages. Neither did Mr. Vendleri. And neither did Mrs. Baker.” Possibly they all used “naughty” words because he didn’t repeat them.

2. Given the fact that Holling dreams about events in the books he is reading one could infer that Holling likes the books because he is thinking about them and can relate to something in them.

Understanding What You Have Read

G. Answer each question.

1. Who and Mai Thi, and where must she go on Wednesdays (23). Mia Thi is a Vietnamese refugee brought to America by the Catholic Relief Agency. Because the agency is taking care of her, she is required to go to Catechism on Wednesday afternoons even though she is not Catholic.

2. Which team will never win the World Series (25)? Red Sox

3. How does Doug Swieteck’s brother act (26)? Provide three details (26). Acts crazy – pounds erasers against head, sticks chalk in mouth like fangs, went howling, roaring and slobbering down the hall

4. What one word states wha Meryl Lee things about Holling’s theory that Mrs. Baker hates him (27)? Paranoid

5. Why is Mr. Hoodhood upset with his daughter? What does Mr. hoodhood value, and what does his daughter value (35-36)? The daughter paints a flower on her cheek and says she is a flower child – she believes in peace, understanding, freedom, sharing and helping each other. The dad does not think highly of flower children. Mr. Hoodhood values prestige and success. In some ways they both want to be part of something bigger than themselves.

6. What evidence is there to infer that Holling, Mrs. Baker and Mr. Vendleri did not like rats (42-44)? They are all up on the desks.

7. How did Holling feel when Mrs. Baker told him they were going to read Shakespeare on Wednesday Afternoons (40)? Provide evidence to show his fears changed (46). Holling says, “Of all the strategies Mrs. Baker could come up with, this must be the worst. Teachers bring up Shakespeare only to bore students to death…No human being could stand it.” After reading Shakespeare Holling says, “It turned out that Mrs. Baker’s strategy didn’t work…The Merchant of Venice was okay.”

8. According to Holling’s analysis of Shylock, which character in the novel might Shylock parallel – be like (48)? Provide evidence to support your inference. Answers will vary…Since Shylock is trapped into being someone he doesn’t want to be, Holling parallels him because he must behave perfectly because his father intends for him to inherit his company. Mr. Hoodhood paralles him because he feels he must adopt a certain attitude and maintain a certain image to stay successful. Holling’s sister might parallel Shylock because she is unable to express herself the way she wants to and must conform to what her father expects. Mrs. Hoodhood also, because she too conforms to what she told to do, like hiding smoking from her husband.

Explicit or Inferred?

H. For each question in Part G, write an “E” if it is an explicit answer. Write an “I” if it is an inferred answer. If there is more than one part to the question, be sure and write an “E” or an “I” for each part – in order.

1. E 5. E

2. E 6. E, I

3. I, E 7. E

4. E 8. I

Chart E – WILL VARY

1. Cause Holling set the small cage containing food door-to-door with the large cage.

Effect – rats will run into the small cage with the food, cages moved apart and became wedged between the two cages

2. When putting the rats back into their big cage, one of them stated to bite Holling.

Effect – Holling jumps back from the cages.

3. Cause – the rats escaped

Effect – The rats climbed into the radiators, then up the walls and into the ceiling.

4. Cause – Mr. Vendleri reported the situation with the rats to Mr. Guareschi.

Effect – Mr. Guareschi says they can’t let anyone know.

Diagram W – WILL VARY

First assignment: clean erasers

Second assignment: go get the cream puffs

Conflict: eraser chalk gets on the cream puffs

Holling’s Reaction: Says he doesn’t want a cream puff. When Mrs. Baker gives him one he throws it in the Coat room.

Mrs. Baker’s reaction: Offers Holling another cream puff the next day

Reactions of Other Students: They tell Holling he owes them all a cream puff.

Wednesday, September 16, 2015

September Learning Guide Key

Language Arts:

Students who have not finished the learning guide in class are to take it home to complete. DUE Friday. This will be their study guide for the test. They may check their own answers with this key.

Students will be starting with October in the book. pg. 23

KEY – Novel Learning Guide: Wednesday Wars – September

Vocabulary – Know the meaning of each prior to reading.

*reassignment – to assign something new – duty etc. *mutilation – disfigure, tear apart

*ally – friendship, friend *casualty – harm or eliminate

*recruited – enlist, hire *perimeter – distance around,

*propulsion – driving or propelling force *nefarious – famous for being wicked

Grammar Activities: ANSWERS WILL VARY

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

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

Common Proper

*kid *Camillo Jr. High

*deodorant *Mrs. Baker

*list *Doug Swieteck

*gum *Mrs. Sidman

*hair *New York

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.

ANSWERS WILL VARY

*juvenile, daring

*spray, stinky

*hate, bad

*Wrigley’s, juicy

*colored, dry

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.

Noun(s) Adjective(s)

1. Holling, teacher, Mrs. Baker classroom

2. Wednesday, Holling, blackboards, erasers every, dusty

3. Rats, cream puffs, Holling two, delicious

4. Ariel, tights, feathers yellow, white

5. Boys, tour, Yankee Stadium, Mrs. Baker private

6. Plays, William Shakespeare, plots, characters interesting

7. Mr. Hoodhood, tactics, daughter bullying

8. Class, airport, Lieutenant Baker whole

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: ANSWERS MAY VARY

*bees – swarm, flight *lions – den *elephants – herd *ants – army

*baboons – tribe, congress, flange *sheep – herd *whales – school *gorillas – band

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_ ? _”

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: Simile

look is compared to sun meaning not very happy.

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

Figurative Language used is: simile

asking sister is compared to Nova Scotia (smallest place in Canada) meaning not much help.

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

lipstick is compared to color of fire engine meaning lips are bright red.

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

It/;playing is compared to destiny meaning not seeing it as a good thing.

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

Growl is compared to a clod meaning not very smart.

6. The word growl is an example of onomatopoeia because it sounds like what it is called.

7. “Did you see him fly? Like a missile.” Figurative language used is an example of: Simile

flying is compared to missile meaning he was flying high.

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

She is compared to asphalt meaning asphalt has no ability to think, therefore neither does she.

9. “The P.A. crackled and screeched like a parrot.” Figurative language: Simile

PA is compared to parrot meaning noisy – non-stop talking

10. crackled and screeched are examples of onomatopoeia because they sound like what they are called.

11. “…your sneakers squeak on the waxed floors like you’re torturing them…” Figurative Language: Simile – sneakers is compared to sounds on a wax floor meaning making noise

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

13. How can you most easily turn a smile into a metaphor? Take out ‘like” or “as”

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

2. Who is the narrator? (Holling Hoodhood) Provide three pieces of evidence about him (first few pages). Answers Vary – paranoid (hated by teacher), Presbyterian, sarcastic (perfect house)

3. Describe Doug Swieteck (1). Provide three pieces of evidence. Trouble maker – 410 list, tried #167 on Mrs. Sidman, suspended, Holling would understand why Mrs. Baker would hate him if he was Doug

4. What is the 410 list (1)? A list of 410 ways Doug Swieteck made of ways to get teachers to hate you

5. What happened to Mrs. Sidman (1)? Doug used gum, the water fountain and hair coloring that stained her face the color of mangos.

6. Explain why Holling has to spend Wednesday afternoons alone with Mrs. Baker (3). There is no kids go to their church that afternoon – there is no Presbyterian Church for him to go to

7. Describe the Hoodhood home. Give at least 3 pieces of evidence (5). Perfect! Perfect squares leading up to it, perfect axalea bushes, living room where no one ever sat, piano nobody played, etc.,

8. Why does Dad wan HHH to be nice to Mrs. Baker and seems unsympathetic to Holling’s feelings that Mrs. Baker hates him (7-8)? Will be had for his business

9. Describe Meryl Lee (11). Provide three pieces of evidence. Answers will vary, mean – dropped desk hoping Holling’s fingers would be under it, likes Holling – has been in love with Holling since third grade, suspicious – how come? Even true love can be suspicious

10. What happened in the soccer game at recess (15)? Holling sent Doug Swieteck’s brother flying when he stuck out his foot

11. Why does HHH think Mrs. Baker hates him (17-18)? Looks, glances, the way she says his name

12. What is HHH’s worst subject (20)? (math) What was the result of Holling’s visit to the Principal’s office (21-22)? Won’t repeat math

Tuesday, September 15, 2015

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---

Wednesday, September 9, 2015

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.