January 11-15 Art

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).

Mask

Students will create a mask by using a mold and celluclay.

*When mold is dry students will spray an undercoat of paint to seal the clay.

*Students will then draw four roughs of what they wish to paint on the mask.  Roughs must be in complete form. The paper is found in folder.

*When roughs are complete choose the best and start drawing on mask with pencil. 

*When painting think of craftsmanship, not how fast can I get done.

*Creativity, balance, harmony, color, and even texture can all play a part in a mask.

*See examples from paintings on actual faces to actual masks.

January 11-14

January 11-14

Learning Objective:  Students will identify Structural text (compare and contrast, cause and effect, sequential order, narrative plot, problem and solution), analyzing how each contributes to meaning.  (RL 8.5) Students will identify Ch. 4-6 from Tom Sawyer, analyzing the correct response. Audio of Tom Sawyer of chapter 7
Teaching Objective:  Students will individually complete the written summative with a 70% proficiency. Students will individually complete the written quiz with a 70% proficiency. Students will complete the learning guide of Ch. 7 Tom Sawyer while listening to the audio.


Correct Monday’s, Tuesday, Wednesday and Thursday’s Starter
    N     pro  adj      n         hv    adv       av         ger        cc    pro     av/pres     rp     pro   lv/pres     adj
Dylan my  best friend   does  n’t       like  swimming but     I         think        that      It         s          fun

Starter:  Write out the sentence and identify sentence parts including simple and complete subject and predicates, verb, direct object, appositive, predicate adjective

Journal: 1/12
 In the Adventures of Tom Sawyer, Tom is given hard labor consequences when he gets in trouble.  Write an introductory paragraph with an effective lead, a claim stating why this may or may not work, and three supporting pieces of evidence to support your claim. 

Summative:  Structural Text Summative [yesterday(cause and effect, compare and contrast, narrative plot, sequential, problem and solution)].   

Journal entry 1/14/16

            "Spare the rod spoil the child" is a cliche.  "Spare the rod" means to discipline without spanking.  Write a claim stating if you agree with the cliche or disagree.  Write an introductory paragraph with an effective lead, a claim and three supporting pieces of evidence.

NOTES/Review: 
Vocabulary - Context Clues: 
*Words can have more than one meaning.
*Often you can tell the meaning of the word by looking for clues in the words and ideas
  around it.  These are called context clues. 

Punctuation and capitalization (some, but not all of the rules)
*Any time something is written word for word, or spoken in dialogue (conversation), it needs
  quotation marks around it. 
*Periods and commas are always placed inside quotation marks. 
*An exclamation point or a question mark is placed inside quotation marks when it
  punctuates the quotation; it is placed outside when it punctuates the main sentence. 
*A capital letter is used at the beginning of a sentence or quote, for proper nouns and                      titles, and the pronoun “I.”
*commas are used
*when a coordinating conjunction separates two independent clauses
*after introductory words, phrases, clauses
*to set off elements that interrupt or add information

***The power of the comma.  A study was done on comma usage.  Students were instructed to insert commas, where applicable, in the sentence “A woman without her man is nothing.”  
Men wrote:  A woman, without her man, is nothing.
Women wrote:  A woman!  Without her, man is nothing. 

*contraction – when an apostrophe (‘) takes the place of a letter. (example:  can’t for cannot)

Figurative Language: 

                *Personification – Giving inanimate objects human characteristics 

Assignment:  Below are six quotes from the novel. 
*Rewrite the quote fixing the punctuation errors.  CIRCLE each error you fix.   
*Write your definition of the italicized word. 
            *Write the context clues that led you to that meaning. 

1.   the tick escaped from tom presently and crossed the equator joe harassed him a while and  then he 
      got away and crossed back again    (10 errors)
Definition:
Context Clues: 
2.  the boys had been too absorbed to notice the hush that had stolen upon the school awhile before
     when the master came tiptoeing down the room and stood over them he had contemplated a good
     part of the performance before he contributed his bit of variety to it  (6 errors)
     Definition:
     Context Clues:
3.  then she sprang away and ran around and around the desks and benches with tom after her and   
     took refuge in a corner at last with her little white apron to her face  (7 errors)
     Definition:
     Context Clues:
4.  tom got out his chiefest jewel a brass knob from the top of an andiron and passed it around her so
     that she could see it and said please becky  wont you take it  she struck it to the floor   (17 errors)
     Definition:
     Context Clues:
5.  he well knew the futility of trying to contend against witches so he gave up discouraged (5 errors)
     Definition:
     Context Clues:
6.  the doctor murmured inarticulately gave a long gasp or two and was still  the half breed muttered
     that score is settled  then he robbed the body  (13 errors)
     Definition:
     Context Clues:

Journal entry 1/14

            "Spare the rod spoil the child" is a cliche.  "Spare the rod" means to discipline without spanking.  Write a claim stating if you agree with the cliche or disagree.  Write an introductory paragraph with an effective lead, a claim and three supporting pieces of evidence.

January 4th

8th Grade Art

     

     *Intro to Stain Glass

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).

Foundation Art

* Intro to Measured Portraits then Grid Value Portrait

*Students will draw a step by step portrait being taught the importance of each step and shapes when they are complete they will be turning in a basic drawing of a measured portrait with lines and detail contained with in the whole of the composition. Due Tuesday

Students will be introduced to a Grid Value Portrait they will work on thick paper then will add a grid and draw in the proportions and basic shapes adding detail as they go along with values to complete the portrait.  The most important part of the portrait  in this project will be proportions and values. remember the basic steps in drawing a composition and the project will go fine.  

Monday, Jan. 4  Language Arts
Learning Objective:  Students will cite textual evidence (RL 8.1), to compare and contrast the structure of text (RL 8.5), analyze the extent to which a filmed production compares to written text (RL 8.7), and analyze the effects differences in point of view have on the audience/reader (RL 8.6).  Students will be introduced to argumentative (W8.1), and informative writing. (W 8.2).
Teaching Objective:  Students will read the text “Staying Alive,” and complete the handout.”

Starter:  Write out the sentence and identify parts of speech including noun, pronoun, preposition, article, verb (type and case), adjective, and conjunction.
Starter Sentence:  both of the classes are noisy but mrs jacksons class is noisier

Vocabulary:  Write the word and the definition.  Know the spelling and definition for summative on Friday.
            *contrast:  to examine and appraise characteristics or qualities in order to discover
              differences
            *counterclaim:  a claim made to rebut a previous claim
            *denotation:  The dictionary meaning of a word
            *theme:  what the author wants the reader to get out of the writing – bigger than the text
              itself
            *summary:  brief retelling of what the text is about

Review:  structural text:  narrative plot, sequential order, cause and effect, compare and contrast, problems and solution – upcoming summative.

Close Read:  Staying Alive with handout

December 9th

LA

Learning Objective:  Students will determine Central Idea in a text with supporting evidence.  (RI 8.2)
Teaching Objective:  As a class students will read a text, then discuss the “WIN” strategy to identify central idea and supporting ideas.

Correct Monday’s Starter
pro    av/past    art       n       prep    art            N                 n       prep         N
  I          set         the   table     at       the    andersons   house      on     Saturday

Starter:  Identify sentence parts, (subject and predicate, complete subject and complete predicate), verb, direct object, prepositional phrase, object of preposition.
Starter Sentence:  i set the table at the andersons house on saturday 

Vocabulary/Spelling:  Know the definition and spelling for each of the following.  Summative Test Tuesday those who did not pass will take again on Thursday.
            *cite:  to give reference to, mention in support, proof,
                    example:  Cite details that support your main idea.
            *audience:  who you are writing for
                    example:  When writing Tom Sawyer, Mark Twain decided to communicate his      
                                            ideas to a wider audience.
            *plagiarism:  copying - taking someone else's work or ideas and passing them off as
                                   one's own.
                    example:  Plagiarism is cheating and illegal.

*argument:  defending a position/point of view based on evidence from personal

                     experience, research, facts, logic.

                    example:  His argument was invalid because it was not supported with facts.

Notes:  After you read a book or see a movie, do you ever tell someone else what it is about?  When you do this, you state the main idea.  The main idea is what something is mostly about.
Main idea = central idea
Main ideas are typically found in a literary passage. 
Central ideas are found in an informational text.
Use the WIN strategy to help determine the central/main idea:
WHO/WHAT - Figure out the most important who or what
INFORMATION - Figure out the most important Information about the who or what

Class Activity:  Volcano Mt. St. Helens text do together on white boards.  We did this other article yesterday and turned in. Sleepy Hollow excerpt to identify central idea and supporting details.  (H drive, “old stuff”, Tri 2, RI 8.2)


Novel:  Finishing the Introduction and correcting.   (See me for a copy of the handout).

December 7, Monday

Monday, Dec. 7  Language Art

Learning Objective:  Identify central ideas and details  (RI 8.2)

Teaching Objective:  Students will read the introductory pages to The Adventures of Tom Sawyer and answer handout study questions in identifying central ideas and details.

Starter:  Write out the sentence.  Identify parts of speech including noun, pronoun, verb (type and tense), adverb, adjective, preposition. 

Starter Sentence:  (1st hour) we gave the dog its food before we took it for a walk

                               (6th hour) i set the table at the andersons house on saturday

Assignment:  Read the passages from the main idea hand out answer the first page,  We will be checking how well you do.  (You will need to get the handout from me).  Read the introduction pages to The Adventures of Tom Sawyer.  Complete the handout.  (You will need to get the handout from me). 

Foundation Art

Learning Objective: Identify texture and creativity along with form.

Teaching Objective: Students will complete the texture for the hand each sections must be a different texture giving their best ideas forward.  Students will complete a creative alphabet using the definition of creativity, form, texture and encompass it all into their choice of examples. 

    A. Taking the first letter of the object to create the letter i.e. Ax, Banana, Claw, Diamond, etc. 

    B. Taking a common theme and designing each letter to complete the letters. i.e.plant life, tropical island

    C.  Taking both a and b to complete the letters such as animals. i.e. ape, bear, camel, dog, etc. 

Assignment: The texture the students will trace their hand and show it coming out of the ground. Each finger must be a different texture making sure they have a rough looking texture for the whole of the texture. 

Creative alphabet each must choose their choice from the ones above. 

8th grade art

Learning Objective: Identify color and value along with pattern 

Teaching Objective: Students will be painting a color wheel of 24 different colors along with two values of those said colors, student will do rough drafts then draw their pattern onto thick paper making sure they stay within the desired boundaries. They will be working with tempera paint and staying within their lines they have drawn.  Further instructions are found on the white board. 

Assignment: Rough drafts will be drawn for ideas drawn on thin paper, then on the thick paper they will draw their choice on the paper making sure the measurements are as exact as possible. Painting will be given on a pallet for mixing and painting. Further instructions are found on the board. 

Middle School Honors Program 8th grade

This is open to all 8th grade Students

Bear River Middle School has implemented a new Honors Program.  Classes will now be integrated with all of eighth grade students (which means that classes will be comprised of general ed and honors students).  ALL students will have the opportunity to achieve “honor” status in this new program.  The criteria for reaching honor status is as follows:

• Finishes each trimester with a grade in the 80% range
• Completes the extension project (for content relating to the core standards)--1 per trimester
• Reach a Level 4 (highest level of thinking and performance) on 80% of class assessments and projects
• Maintains an “H” in citizenship, by following all class expectations, actively participating in classroom discussions, and always turning work in on time

Reaching honor status will require more work and higher level thinking skills of each student.  Each student who reaches honor status will then have an “H” placed on their official transcript.

Your student must contact Mrs. C Udy at Bear Time tomorrow for further information.

Wednesday 2 and 3

Learning Objective:  Introduction to central idea, supporting details and summarizing.  (RI 8.2)

Teaching Objective:  Students will take key word notes while listening to the big read audio – introduction to the Adventures of Tom Sawyer. They will work in small groups to combine notes and categorize into central ideas.

 

Correct Monday Starter: 

pro         av/past                     art       n      pro    n            sc        pro        av/past                   pro      prep       art          n

we             gave        the   dog     its   food  before   we           took       it          for         a        walk

Starter:  Write out the sentence and identify sentence parts including simple subject, complete predicate, verb, direct object, prepositional phrase, object of the preposition.

Starter Sentence:  we gave the dog its food before we took it for a walk

Novel Introduction:  Adventures of Tom Sawyer

Tom Sawyer Unit Plan 

Learning Objective:  Students will be introduced to identifying central idea and supporting details, point of view, dialogue and summarizing skills.  Reinforcement of skills previously taught will be on literary elements, parts of speech, figurative language and grammar. 

Teaching Objective:  Activities throughout the unit will vary:  individual, small group and class discussion

                Author – Mark Twain/Samuel Clemens

                                Hannibal, Missouri, a small town on the Mississippi River

                                Eleven when his father dies

                                Rebellious and high spirited – cut school to play in woods, swim in river, explore                                 caves

                                Best friend – Tom Blankenship – son of town drunk, Twain’s model for                                                 Huckleberry Finn

               

The novel

                Written in 1874-1875

                Twain’s first novel

                Narrator:   An adult who views the adult world critically and looks back on the

                sentiments and pastimes of childhood in a somewhat idealized manner, with

                 witt and also with nostalgia.

                Point of View:  The narrator narrates in the third person, with a special insight into                               the workings of the boyish heart and mind.

                Tone:  Satirical and nostalgic

Genres:  satire, frontier literature, folk narrative, comedy,

               

            Plot – Based on real events and experiences from Twain’s growing up years.  Follows the

            development of a hero from childhood throughout adolescence and into adulthood.

            Characters:  Tom Sawyer – fictional character – composite of three friends Twain grew up                   with

Audio/Assignment:   Take notes while listening to “The Big Read” audio guide.  (Google Tom Sawyer The Big Read or go to:   http://www.neabigread.org/books/theadventuresoftomsawyer/media/

Finish with going over the essays as well as the big read notes. Discussion