Was the way you pictured the Giver's dwelling anything like this? This is from a play based on the book.
Saturday, January 30, 2010
The Giver's Dwelling
Was the way you pictured the Giver's dwelling anything like this? This is from a play based on the book.
Asking Questions -- QARs
We're practicing writing the types of questions a teacher might collect for a quiz or test -- not questions about things you don't understand -- though you might not know the answers to some of the questions you ask.
Try to come up with
1) some "thin" or "right there" questions,
2) some questions where you might need to look at more than one sentence or more than one page to find the answer (think and search),
3) some where you need to combine what you've read with what you already know or with your own opinion (author and you),
4) and at least one that a reader could answer without ever reading the book (on your own).
Here are some examples from the first part of the The Giver :
1) Right there:
What had frightened Jonas a year ago? (answer: an unidentified aircraft had overflown the community twice) page 1
What sort of eyes did almost every citizen in the community have? (answer: dark eyes) page 20
2) Think and search: What do you learn about Asher and his growing up as you read the first seven chapters of the book?
As children grow up in Jonas' community, what different things happen to them at the ceremonies for each new year? (For example, when they are nines they receive their bicycles.)
3) Author and you: From what you've read so far in The Giver, would you want to live in Jonas' community?
What similarities and differences do you see between our own community and the community in The Giver?
4) On your own: Have you ever helped out at an old folks home or child care center?
What would the ideal society/community be like?
See the chart and more examples at
Try to come up with
1) some "thin" or "right there" questions,
2) some questions where you might need to look at more than one sentence or more than one page to find the answer (think and search),
3) some where you need to combine what you've read with what you already know or with your own opinion (author and you),
4) and at least one that a reader could answer without ever reading the book (on your own).
1) Right there:
What had frightened Jonas a year ago? (answer: an unidentified aircraft had overflown the community twice) page 1
What sort of eyes did almost every citizen in the community have? (answer: dark eyes) page 20
2) Think and search: What do you learn about Asher and his growing up as you read the first seven chapters of the book?
As children grow up in Jonas' community, what different things happen to them at the ceremonies for each new year? (For example, when they are nines they receive their bicycles.)
3) Author and you: From what you've read so far in The Giver, would you want to live in Jonas' community?
What similarities and differences do you see between our own community and the community in The Giver?
4) On your own: Have you ever helped out at an old folks home or child care center?
What would the ideal society/community be like?
See the chart and more examples at
QAR's - Question-Answer Relationships
Friday, January 29, 2010
Theme Essays
If you didn't do this in class, you will need to do it at home, or during cave time in lab 223. The assignment is on MyAccess.
Also, make sure you get your theme chart checked off with me.
- Go to myaccess.com, or get to it from our American Fork Junior High home page.
- Log in with your username and password.
- Click on "Yes, this information is correct" if it shows your name and school.
- Notice the bar graph that shows your overall progress.
- Look to the right to see if you have any messages.
- Look up and to the left to find "My Portfolio" (another way to check for comments and to see what you've done so far).
- or to find "My Assignments" to work on an assignment.
- Our assignment this time is "Theme in Literature"so click to begin assignment or start revision/resume.
- You can read the prompt in the top window, or click on the other options --
- My tutor gives explanations and suggestions for the writing traits.
- My editor gives feedback on spelling, punctuation, grammar, etc.
- click on the errors for more information
- Click on Comments to read any comments the teacher has embedded in your essay.
- "Parts of Speech" does show you what parts of speech you have used. Clicking on the part of speech gives more information about it.
- My writing space is a word processor -- the window in which you will type your essay.
- Try out the various icons to see what helps are available.
- When finished make sure you Submit and Final Submit.
Also, make sure you get your theme chart checked off with me.
Thursday, January 28, 2010
February 1/2, 2010
February 1/2, 2010Take and Correct Spelling test:
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition (Notice the picture of busy prepositions from Grammar Rock!)
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
Receive the new suffix, meaning, and words for the next test:
Vocabulary/Spelling #16 Test on February 10/11
Suffix to study: -ment which means action, state of, result of
Notice that -ment turns words (usually verbs) into nouns.
1. government gov - ern - ment
Extra credit: “Govern” comes from a Latin word meaning “to steer” as in steering a ship.
2. equipment e – quip – ment
Extra credit: “Equip” comes from an Old Norse (Scandinavia/Norwegian) word meaning “ship” because it originally had to do with fitting out (preparing everything needed for) a ship.
3. environment en-vi-ron-ment
Extra credit: “En” means “in.” “Viron” comes from “around, circle, turn.”
4. amendment a-mend-ment
Extra credit: “Amend” means to “correct, or to free from fault.”
Do you know about any of the amendments to the Constitution of the United States?
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
The Giver
B1 page 101, disc 3, track 3, 1:21 to page 127 , disc 3 , track 11 , minute 1:50 (about)
B2 page 108, disc 3, track 5, begin chapter 14 to page 135, top , disc 3 , track 13 , minute 1:40
B4 page 105, disc 3, track 4, minute 1:39 to page 130 , disc 3 , track 12 , beginning chapter 17
A1 page 99. disc 3, track 2, minute 4:00 to page 121, disc 3 , to track 9
A2 f page 104, disc 3, track 3, 5:10 to page 130, disc 3 , to track 12 (chapter 17)
A4 page 102, middle of page, disc 3, track 3, 2:27 to page , disc , track , minute
B2 page 108, disc 3, track 5, begin chapter 14 to page 135, top , disc 3 , track 13 , minute 1:40
B4 page 105, disc 3, track 4, minute 1:39 to page 130 , disc 3 , track 12 , beginning chapter 17
A1 page 99. disc 3, track 2, minute 4:00 to page 121, disc 3 , to track 9
A2 f page 104, disc 3, track 3, 5:10 to page 130, disc 3 , to track 12 (chapter 17)
A4 page 102, middle of page, disc 3, track 3, 2:27 to page , disc , track , minute
chapter 14 -- 16 minutes
chapter 15 -- 4 minutes
chapter 16 -- 14 minutes
chapter 17 -- 13 minutes
Using MyAccess -- Important!!!!
When you go to MYAccess, when you reach your own home page where you see the bar graph, look to the right to see if there are any messages for you.
Also, check out your student portfolio (find the link next to where you click to go to assignments). If any of your essays have a pink balloon to the right, there are messages/comments there.
Also, check out your student portfolio (find the link next to where you click to go to assignments). If any of your essays have a pink balloon to the right, there are messages/comments there.
Link about Color -- How many in a box of Crayons?
Link about Color -- How many in a box of Crayons?
http://www.npr.org/blogs/pictureshow/2010/01/crayons_and_choice_a_headache.html?sc=fb&cc=fp
http://www.npr.org/blogs/pictureshow/2010/01/crayons_and_choice_a_headache.html?sc=fb&cc=fp
Monday, January 25, 2010
Survey on Freedom vs. Security
Follow this link to take the Survey on Freedom vs. Security:
Click here to take survey
Click here to take survey
Random Fun New Word
A friend on Facebook just used this word: asterism.
It means a cluster of stars smaller than a constellation, or
three asterisks (
or 
) printed to draw attention to a passage it precedes..
It means a cluster of stars smaller than a constellation, or
three asterisks (
or ) printed to draw attention to a passage it precedes..
Thursday, January 21, 2010
More about Themes in Past Posts
More Examples of Theme from Students
Topic and Theme
Example from a graphic novel:
American Born Chinese by Gene Yang Themes: there is no better feeling than being comfortable in your own skin.
January 28/29, 2010
January 28/29, 2010
1. Practice for Spelling Test next time
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
2. Sort compostion books.
3. The Giver
read --
themes
asking questions -- QARs
B1 from page 88, beginning chapter 12. Begin disc 2, track 12 to page 101, disc 3, track 3, 1:21
B2 from page 93, 1/2 way down, end of disc 2 Begin next time on disc 3 to page 108, disc 3, track 5, begin chapter 14.
B4 from page 92 "That's why I was one minute late." disc 2, just to track 13 to page disc 3, track 4, minute 1:39
A1 from (where?) page 67 to page disc 3, track 2, minute 4:00 (A1 needs to discuss types of questions -- instruction on QARs -- and to do the sticky-note exercise.)
A2 from track 7, begin chapter 10, page 72 to page 104, disc 3, track 3, 5:10
A4 from track 6, 6:47, page 69 to page 102, middle of page, disc 3, track 3, 2:27
Interesting link about color: http://www.npr.org/blogs/pictureshow/2010/01/crayons_and_choice_a_headache.html?sc=fb&cc=fp
1. Practice for Spelling Test next time
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
2. Sort compostion books.
3. The Giver
read --
themes
asking questions -- QARs
B1 from page 88, beginning chapter 12. Begin disc 2, track 12 to page 101, disc 3, track 3, 1:21
B2 from page 93, 1/2 way down, end of disc 2 Begin next time on disc 3 to page 108, disc 3, track 5, begin chapter 14.
B4 from page 92 "That's why I was one minute late." disc 2, just to track 13 to page disc 3, track 4, minute 1:39
A1 from (where?) page 67 to page disc 3, track 2, minute 4:00 (A1 needs to discuss types of questions -- instruction on QARs -- and to do the sticky-note exercise.)
A2 from track 7, begin chapter 10, page 72 to page 104, disc 3, track 3, 5:10
A4 from track 6, 6:47, page 69 to page 102, middle of page, disc 3, track 3, 2:27
Interesting link about color: http://www.npr.org/blogs/pictureshow/2010/01/crayons_and_choice_a_headache.html?sc=fb&cc=fp
January 26/27, 2010
January 26/27, 2010
Receive Spelling Words for February 1/2
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
Type your
Book-of-the-Month Assessment in the computer lab.
http://www.myaccess.com/myaccess/do/log
Make sure you have your theme chart(s) checked off by the teacher.
Those students who came unprepared either read their books and filled out their charts, or were assigned a story to write about. They still need to complete the MyAccess assignment about their Book-of-the-Month.
Today's assignment and Additional assignment for unprepared students.
develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.
support your thesis with meaningful examples and references from the text, carefully citing any direct quotes.
organize your essay in a clear and logical manner, including an introduction, body, and conclusion.
use well-structured sentences and language that are appropriate for your audience.
edit your work to conform to the conventions of standard American English.
Receive Spelling Words for February 1/2
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
Type your
Book-of-the-Month Assessment in the computer lab.
http://www.myaccess.com/myaccess/do/log
Make sure you have your theme chart(s) checked off by the teacher.
Those students who came unprepared either read their books and filled out their charts, or were assigned a story to write about. They still need to complete the MyAccess assignment about their Book-of-the-Month.
Today's assignment and Additional assignment for unprepared students.
If you didn't type your essay in class today, do it right away during Cave Time or from home.
If you did, you may continue to revise during Cave Time or from home.
Theme in Literature Assignment
A theme is the main message a reader can learn about life or human nature from a literary piece. From the book you have read as your individual book this month, identify a theme that the reader may learn from the story. In a well-organized essay, describe this theme. Use textual examples from the story to support your ideas and explain how they support the theme.
As you write, remember your essay will be scored based on how well you:
Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer. You may also look at essays that are examples of those that would receive various grades.
Full points (A+) this time will be a 4.5 or 45 points. Our class average on MyAccess essays is 82% of that 4.5 goal.
You will be expected to revise this piece.
You will be expected to revise this piece.
Wednesday, January 20, 2010
February Book-of-the-Month
February Book-of-the-Month
The book for February will be nonfiction. It will be about one subject. You could select a biography or autobiography, or another nonfiction book about a single subject.
We will focus on external text features and internal text structures/patterns in these books.
For this month only, the required page minimum is reduced to 47 pages, but of course your book may have more pages. Select a book that is at or near your reading level.
For some book suggestions and links to more see http://cavemanenglish.pbworks.com/Nonfiction
From the State Core:
Objective 2
(Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., textbooks, advertisements, posters).
The book for February will be nonfiction. It will be about one subject. You could select a biography or autobiography, or another nonfiction book about a single subject.
We will focus on external text features and internal text structures/patterns in these books.
For this month only, the required page minimum is reduced to 47 pages, but of course your book may have more pages. Select a book that is at or near your reading level.
For some book suggestions and links to more see http://cavemanenglish.pbworks.com/Nonfiction
From the State Core:
Objective 2
(Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., textbooks, advertisements, posters).
- Identify external text features to enhance comprehension (i.e., headings, subheadings, pictures, captions, bolded words, graphs, charts, and tables of contents).
- Comprehend text using internal text structures and their appropriate cue words and phrases (i.e., chronological, sequence, and description).
- Retell, paraphrase and summarize from informational text.
- Distinguish main idea and supporting details in text.
January 22/25, 2010
January 22/25, 2010
Spelling/Vocabulary test:
Test on January 22/25
Suffix to study: -ly which means "in the manner of" (adverb)
1. sincerely extra credit: < L sincerus pure, clean, untainted
2. usually
3. finally
4. carefully
5. immediately
Extra credit also available for writing our three school DRSLs as expressed on the mural in the commons area of our school. Each is a phrase with a verb and an "-ly" adverb.
New words:
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
Read more of The Giver -- Asking Questions QARs
B1 to page 88, beginning chapter 12. Begin disc 2, track 12
B2 to page 93, 1/2 way down, end of disc 2 Begin next time on disc 3
B4 to page 92 "That's why I was one minute late." disc 2, just to track 13.
A1
A2 to track 7, begin chapter 10
A4 to track 6, 6:47, page 69
About Themes and your Book-of-the-Month Assignment -- You'll be typing this next time.
Spelling/Vocabulary test:
Test on January 22/25
Suffix to study: -ly which means "in the manner of" (adverb)
1. sincerely extra credit: < L sincerus pure, clean, untainted
2. usually
3. finally
4. carefully
5. immediately
Extra credit also available for writing our three school DRSLs as expressed on the mural in the commons area of our school. Each is a phrase with a verb and an "-ly" adverb.
New words:
Vocabulary/Spelling #15 Test on February 1/2
Prefix to study: pre - which means before
1. preposition
2. preview
3. predict
4. precede
extra credit:
"-dict" means say (dicere), speak, said, word (dictio), as in predict, diction, dictionary
"-cede" means to go (cēdere)
"fix" means to fasten or to place
For all the prefix/suffix spelling assignments, see http://cavemanenglish.pbworks.com/Prefixe-Suffixes-Spelling-Term-3
Read more of The Giver -- Asking Questions QARs
B1 to page 88, beginning chapter 12. Begin disc 2, track 12
B2 to page 93, 1/2 way down, end of disc 2 Begin next time on disc 3
B4 to page 92 "That's why I was one minute late." disc 2, just to track 13.
A1
A2 to track 7, begin chapter 10
A4 to track 6, 6:47, page 69
About Themes and your Book-of-the-Month Assignment -- You'll be typing this next time.
Tuesday, January 19, 2010
Themes in Novels
Gathering Blue: Individual differences can be helpful to our society.
Nothing is (or should be) perfect.
Those who suffer pain are often made stronger than those who don't.
Friendship can be the key to survival.
Art can lead people to truth.
Truth can bring freedom.
“True art” requires freedom of expression.
Nothing is (or should be) perfect.
Those who suffer pain are often made stronger than those who don't.
Friendship can be the key to survival.
Art can lead people to truth.
Truth can bring freedom.
“True art” requires freedom of expression.
New Book Awards
This is a commercial site, but they've done a great job of compiling many of the latest book awards:
http://www.perma-bound.com/ala-awards/index.faces
http://www.perma-bound.com/ala-awards/index.faces
Friday, January 15, 2010
Sample Theme Essay on Words By Heart
Have your book read, fill out your charts with themes, and be ready to write your essay on January 26/27.
Sample Theme Essay on Words By Heart -- This theme got a 4.3 on MyAccess.
Forgiving is not an easy thing to do. When someone hurts us, we tend to want to hurt back, or at least to see that person get what he or she has coming. The novel Words By Heart expresses the theme that it is better to be understanding and forgiving of others than it is to blame and to seek revenge.
Again and again in this novel, Ben Sills is understanding and forgiving regarding those who try to hurt him. He truly lives by the scriptural admonition to “Be not overcome by evil, but overcome evil with good.” In fact, when that is his answer then Lena and Claudie quote scriptures urging “an eye for an eye. . . .” (22)
Ben applies his convictions to both small and large situations. When the prize for the scripture bee turns out to be a boy’s tie, and Lena says, “I don’t want it,” and drops it on the desk, she is later gently told by Ben that she “didn’t have to throw Mr. Kelsey’s blunder up to him.” (14) Instead of being angered by Mr. Kelsey’s assumptions about who was sure to win the contest, Ben (understanding human nature) sees it as a simple blunder.
Later that night after someone has broken into their house, left a symbolic threat, and most likely killed their dog, Ben’s response is “But maybe just somebody young. Or angry. Or scared of changes.”
Claudie tells Lena, “ Your daddy is a good man – he believes the Lord meant it when he said to love your enemies and turn the other cheek to those that hurt you..”
Ben unfailingly responds to the Haneys’ anger with patience and even kindness. When Tater slams the barn door against him and Lena comes to her father’s defense, Ben stops her and puts out a hand to help Tater, which Tater angrily rejects, then as they leave, he says to Mrs. Haney, “I’m sorry.” (61)
At one point Lena recognizes “why Papa was patient. He looked at everybody. He really stopped and looked, and saw inside.” (58) Ben really tries to understand other people, and because he does, he forgives them.
As the book comes to an end, Ben Sills holds to his belief in understanding, forgiveness, and kindness even as he is dying . He gives up any chance of saving his own life to stay and care for the injured person who had shot him. As hard as it is for Lena, she follows in her father’s footsteps to care for that person, and to not report what she knows about who killed Ben.
Ben and Lena’s example affects other people, even Mr. Haney, who, at the end of the book, is picking their cotton, helping to get their crop in.
Few books present a theme as thoroughly as does Words By Heart. Though Ben Sill dies, he has overcome evil with good by being understanding and forgiving.
___________________________
I made some changes, mainly repeating key words and giving more explanation and it is now up to 5.4.
Forgiving is not an easy thing to do. When someone hurts us, we tend to want to hurt back, or at least to see that person get what he or she has coming. The novel Words By Heart expresses the theme that it is better to be understanding and forgiving of others than it is to blame and to seek revenge.
Again and again in this novel, Ben Sills is understanding and forgiving regarding those who try to hurt him. He truly lives by the scriptural admonition to "Be not overcome by evil, but overcome evil with good." In fact, when that is his answer then Lena and Claudie quote scriptures urging "an eye for an eye. . . ." (22) He says that is "wrong, all the same," and stands by the scriptures that urge understanding and forgiveness.
Unfailingly, Ben applies his convictions to both small and large situations. When the prize for the scripture bee turns out to be a boy's tie, and Lena says, "I don't want it," and drops it on the desk, she is later gently told by Ben that she "didn't have to throw Mr. Kelsey's blunder up to him." (14) Instead of being angered by Mr. Kelsey's assumptions about who was sure to win the contest, Ben (understanding human nature) sees it as a simple blunder. He is trying to teach her to be understanding and forgiving.
Later that night after someone has broken into their house, left a symbolic threat, and most likely killed their dog, Ben's response is "But maybe just somebody young. Or angry. Or scared of changes." He shows that he is able to be understanding even of people who threaten his family and destroy something important to them.
Claudie tells Lena, " Your daddy is a good man - he believes the Lord meant it when he said to love your enemies and turn the other cheek to those that hurt you." Ben's beliefs and actions make him the embodiment of the theme about understanding and forgiving.
Ben unfailingly responds to the Haneys' anger with patience and even kindness. When Tater slams the barn door against him and Lena comes to her father's defense, Ben stops her and puts out a hand to help Tater, which Tater angrily rejects, then as they leave, he says to Mrs. Haney, "I'm sorry." (61) He apparently understands that Mrs. Haney and her younger children still deserve consideration. He doesn't blame them for what their father and son/brother have done. In fact, he isn't even severely blaming the guilty father and son.
At one point Lena recognizes "why Papa was patient. He looked at everybody. He really stopped and looked, and saw inside." (58) Ben really tries to understand other people, and because he does, he forgives them.
As the book comes to an end, Ben Sills holds to his belief in understanding, forgiveness, and kindness even as he is dying . He gives up any chance of saving his own life to stay and care for the injured person who had shot him. As hard as it is for Lena, she follows in her father's footsteps to care for that person, and to not report what she knows about who killed Ben.
Ben and Lena's example affects other people, even Mr. Haney, who, at the end of the book, is picking their cotton, helping to get their crop in. What they have done has probably changed him more than any show of anger or vengence ever could have. Though it is a hard thing to understand and forgive, Ouida Sebestyen is suggesting the theme that it is better to be understanding and forgiving.
Few books present a theme as thoroughly as does Words By Heart. Though Ben Sill dies, he has overcome evil with good by being understanding and forgiving, and he has left that legacy to his family and his community.
Sample Theme Essay on Words By Heart -- This theme got a 4.3 on MyAccess.
Forgiving is not an easy thing to do. When someone hurts us, we tend to want to hurt back, or at least to see that person get what he or she has coming. The novel Words By Heart expresses the theme that it is better to be understanding and forgiving of others than it is to blame and to seek revenge.
Again and again in this novel, Ben Sills is understanding and forgiving regarding those who try to hurt him. He truly lives by the scriptural admonition to “Be not overcome by evil, but overcome evil with good.” In fact, when that is his answer then Lena and Claudie quote scriptures urging “an eye for an eye. . . .” (22)
Ben applies his convictions to both small and large situations. When the prize for the scripture bee turns out to be a boy’s tie, and Lena says, “I don’t want it,” and drops it on the desk, she is later gently told by Ben that she “didn’t have to throw Mr. Kelsey’s blunder up to him.” (14) Instead of being angered by Mr. Kelsey’s assumptions about who was sure to win the contest, Ben (understanding human nature) sees it as a simple blunder.
Later that night after someone has broken into their house, left a symbolic threat, and most likely killed their dog, Ben’s response is “But maybe just somebody young. Or angry. Or scared of changes.”
Claudie tells Lena, “ Your daddy is a good man – he believes the Lord meant it when he said to love your enemies and turn the other cheek to those that hurt you..”
Ben unfailingly responds to the Haneys’ anger with patience and even kindness. When Tater slams the barn door against him and Lena comes to her father’s defense, Ben stops her and puts out a hand to help Tater, which Tater angrily rejects, then as they leave, he says to Mrs. Haney, “I’m sorry.” (61)
At one point Lena recognizes “why Papa was patient. He looked at everybody. He really stopped and looked, and saw inside.” (58) Ben really tries to understand other people, and because he does, he forgives them.
As the book comes to an end, Ben Sills holds to his belief in understanding, forgiveness, and kindness even as he is dying . He gives up any chance of saving his own life to stay and care for the injured person who had shot him. As hard as it is for Lena, she follows in her father’s footsteps to care for that person, and to not report what she knows about who killed Ben.
Ben and Lena’s example affects other people, even Mr. Haney, who, at the end of the book, is picking their cotton, helping to get their crop in.
Few books present a theme as thoroughly as does Words By Heart. Though Ben Sill dies, he has overcome evil with good by being understanding and forgiving.
___________________________
I made some changes, mainly repeating key words and giving more explanation and it is now up to 5.4.
Forgiving is not an easy thing to do. When someone hurts us, we tend to want to hurt back, or at least to see that person get what he or she has coming. The novel Words By Heart expresses the theme that it is better to be understanding and forgiving of others than it is to blame and to seek revenge.
Again and again in this novel, Ben Sills is understanding and forgiving regarding those who try to hurt him. He truly lives by the scriptural admonition to "Be not overcome by evil, but overcome evil with good." In fact, when that is his answer then Lena and Claudie quote scriptures urging "an eye for an eye. . . ." (22) He says that is "wrong, all the same," and stands by the scriptures that urge understanding and forgiveness.
Unfailingly, Ben applies his convictions to both small and large situations. When the prize for the scripture bee turns out to be a boy's tie, and Lena says, "I don't want it," and drops it on the desk, she is later gently told by Ben that she "didn't have to throw Mr. Kelsey's blunder up to him." (14) Instead of being angered by Mr. Kelsey's assumptions about who was sure to win the contest, Ben (understanding human nature) sees it as a simple blunder. He is trying to teach her to be understanding and forgiving.
Later that night after someone has broken into their house, left a symbolic threat, and most likely killed their dog, Ben's response is "But maybe just somebody young. Or angry. Or scared of changes." He shows that he is able to be understanding even of people who threaten his family and destroy something important to them.
Claudie tells Lena, " Your daddy is a good man - he believes the Lord meant it when he said to love your enemies and turn the other cheek to those that hurt you." Ben's beliefs and actions make him the embodiment of the theme about understanding and forgiving.
Ben unfailingly responds to the Haneys' anger with patience and even kindness. When Tater slams the barn door against him and Lena comes to her father's defense, Ben stops her and puts out a hand to help Tater, which Tater angrily rejects, then as they leave, he says to Mrs. Haney, "I'm sorry." (61) He apparently understands that Mrs. Haney and her younger children still deserve consideration. He doesn't blame them for what their father and son/brother have done. In fact, he isn't even severely blaming the guilty father and son.
At one point Lena recognizes "why Papa was patient. He looked at everybody. He really stopped and looked, and saw inside." (58) Ben really tries to understand other people, and because he does, he forgives them.
As the book comes to an end, Ben Sills holds to his belief in understanding, forgiveness, and kindness even as he is dying . He gives up any chance of saving his own life to stay and care for the injured person who had shot him. As hard as it is for Lena, she follows in her father's footsteps to care for that person, and to not report what she knows about who killed Ben.
Ben and Lena's example affects other people, even Mr. Haney, who, at the end of the book, is picking their cotton, helping to get their crop in. What they have done has probably changed him more than any show of anger or vengence ever could have. Though it is a hard thing to understand and forgive, Ouida Sebestyen is suggesting the theme that it is better to be understanding and forgiving.
Few books present a theme as thoroughly as does Words By Heart. Though Ben Sill dies, he has overcome evil with good by being understanding and forgiving, and he has left that legacy to his family and his community.
Thursday, January 14, 2010
Examples of Writing About Theme -- For your Book-of-the-Month Assessment
Below is a student paper from MyAccess that earned a 4. You can look at papers that earned 1, 2, 3, 5, and 6 if you go to this assignment and click on Reference, then on Writer's Model. At the top of the page, click on the number for the score you would like to look at. A six is the highest score you can receive. The papers scored 1 and 2 would show you what not to do.
Here is the paper that scored a 4:
The theme of Shakespeare's "A Midsummer Night's Dream" is true love always prevails. I think this because when a situation like Hermia and Lysander's is looked at, it is easy to see that they stayed together through thick and thin. In the end they became a happily married couple, and everything turned out fine.
Helena stayed devoted to Demetrius no matter was he did or said to her. This is because whe had true love ofr him. Even though Oberon seemed to be cold-hearted with his situation regarding Titania, he turned out to be sympathetic. When he saw noticed Helena's plight, he thought he would help her out. He told Robin Goodfellow to find the flower and anoint Demetrius' eyes. Although, it may have taken a few tries to get it right, he did it. By doing this he was also helping Lysander and Hermia with there situation. So they both became perfect couples.
When Duke Theseus was on his hunting trip, he found the four lovers. He noticed that they were all in love. This gave him the idea to invite them to join his wedding. His actual speech was, "These couples shall eternally be knit, and, for the morning now is something worn, our purposed hunting shall be set aside, away with us to Athens; three and three, we'll hold a feast in great solemnity." Even though Egeus didn't agree with Theseus' idea he had to live with it. Hermia certainly lucked out with this, because it would usually be unheard of at theis time for a girl to decide who she married. Luckily for her the Duke could change the law. I think that is proof that true love will always prevail.
When events such as these occur, it shows a person's capability for true love. Helena's devotion was an example of this. This is why I think the theme of this Shakespearean play is: True love always prevails.
1. The title of a play should be italicized instead of using quotation marks.
2. Student errors have been left in the paper.
3. Egeus is Hermia's father who tried to hard to keep her and Lysander apart.
3. There shouldn't be a colon after "is" in the last sentence.
A theme of Shakespeare's A Midsummer Night's Dream is “true love always prevails.” This theme is illustrated through four different couples in the play. Though each pair had obstacles to their relationship, by the end all are happily married couples.
The royalty of the play, Duke Theseus and his bride-to-be, Hippolyta, had overcome obstacles to true love before the play begins. Their countries had been at war. He tells her, “
Hippolyta, I woo'd thee with my sword,
And won thy love, doing thee injuries;
But I will wed thee in another key,
With pomp, with triumph and with revelling.
They had progressed from being enemies to being in love and both looking forward to their wedding “With pomp, with triumph and with revelling.” True love had prevailed.
Much of the action of the play centers on two young couples whose loves, some perhaps not so true, create complications in the play, and obstacles to true love prevailing. As the play begins, Helena loves Demetrius who is in love with Hermia. Hermia, meanwhile, loves Lysander who also loves her, but her father wants her to marry Demetrius. Sound complicated? These complications drive the plot and provide humor.
Though Demetrius does not love Helena, she stays devoted to him, following him even into the dangerous forest. Her persistence eventually pays off, after many trials and adventures, as he realizes he loves Helena, not Hermia. In Act IV, Demetrius explains,
my love to Hermia,
Melted as the snow, seems to me now
As the remembrance of an idle gaud
Which in my childhood I did dote upon;
And all the faith, the virtue of my heart,
The object and the pleasure of mine eye,
Is only Helena. To her, my lord,
Was I betroth'd ere I saw Hermia:
But, like in sickness, did I loathe this food;
But, as in health, come to my natural taste,
Now I do wish it, love it, long for it,
And will for evermore be true to it.
True love prevails as Helena and Demetrius will “for evermore be true” to each other.
Also, at the beginning of the play, Hermia and Lysander’s love is blocked by her father’s objections. He would rather she die than marry Lysander. They run away together, followed by Helena and Demetrius, and while in the forest, both of the young men come under a spell that makes them think they love only Helena. Poor Hermia is hurt and confused when the two men who had loved her both insult her and treat her as if she is nothing, while they praise and seek Helena, who is also confused and sure they are only making fun of her. But by the end, the spells are undone and Duke Theseus on his wedding day overrules Hermia’s father and even shares his wedding day with the young lovers:
Egeus, I will overbear your will;
For in the temple by and by with us
These couples shall eternally be knit.
For Hermia and Lysander, true love triumphed over magic and over her controlling father.
The spells on the young men (and other magical spells), were cast by fairies. The king and queen of the fairies, Oberon and Titania, are also having relationship problems. They are arguing over a young boy both would like to have in their courts, but by the end they have resolved their quarrel and their love has prevailed over their stubbornness – at least for the time being. They are there at the end of the play to bless all the couples for whom true love has prevailed.
Now, until the break of day,
Through this house each fairy stray.
To the best bride-bed will we,
Which by us shall blessed be; . . .
So shall all the couples three
Ever true in loving be;
For the four couples in Midsummer Night's Dream, true love prevails ever, and the play ends happily.
____________________________________________________
The first sentence of this essay presents the claim to be supported in the essay, that "A theme of Shakespeare's A Midsummer Night's Dream is 'true love always prevails.' "
Notice that the introduction includes a statement that sets up the organization of the essay. The rest of the essay is going to tell about how for four couples "True love prevails."
The following paragraphs explain how true love prevailed for each of the four couples.
The last paragraph shows the fairy couple blessing the other three, wrapping up the idea that true love has prevailed for all four couples.
Here is the paper that scored a 4:
The theme of Shakespeare's "A Midsummer Night's Dream" is true love always prevails. I think this because when a situation like Hermia and Lysander's is looked at, it is easy to see that they stayed together through thick and thin. In the end they became a happily married couple, and everything turned out fine.
Helena stayed devoted to Demetrius no matter was he did or said to her. This is because whe had true love ofr him. Even though Oberon seemed to be cold-hearted with his situation regarding Titania, he turned out to be sympathetic. When he saw noticed Helena's plight, he thought he would help her out. He told Robin Goodfellow to find the flower and anoint Demetrius' eyes. Although, it may have taken a few tries to get it right, he did it. By doing this he was also helping Lysander and Hermia with there situation. So they both became perfect couples.
When Duke Theseus was on his hunting trip, he found the four lovers. He noticed that they were all in love. This gave him the idea to invite them to join his wedding. His actual speech was, "These couples shall eternally be knit, and, for the morning now is something worn, our purposed hunting shall be set aside, away with us to Athens; three and three, we'll hold a feast in great solemnity." Even though Egeus didn't agree with Theseus' idea he had to live with it. Hermia certainly lucked out with this, because it would usually be unheard of at theis time for a girl to decide who she married. Luckily for her the Duke could change the law. I think that is proof that true love will always prevail.
When events such as these occur, it shows a person's capability for true love. Helena's devotion was an example of this. This is why I think the theme of this Shakespearean play is: True love always prevails.
1. The title of a play should be italicized instead of using quotation marks.
2. Student errors have been left in the paper.
3. Egeus is Hermia's father who tried to hard to keep her and Lysander apart.
3. There shouldn't be a colon after "is" in the last sentence.
And this one scored about 5.
A theme of Shakespeare's A Midsummer Night's Dream is “true love always prevails.” This theme is illustrated through four different couples in the play. Though each pair had obstacles to their relationship, by the end all are happily married couples.
The royalty of the play, Duke Theseus and his bride-to-be, Hippolyta, had overcome obstacles to true love before the play begins. Their countries had been at war. He tells her, “
Hippolyta, I woo'd thee with my sword,
And won thy love, doing thee injuries;
But I will wed thee in another key,
With pomp, with triumph and with revelling.
They had progressed from being enemies to being in love and both looking forward to their wedding “With pomp, with triumph and with revelling.” True love had prevailed.
Much of the action of the play centers on two young couples whose loves, some perhaps not so true, create complications in the play, and obstacles to true love prevailing. As the play begins, Helena loves Demetrius who is in love with Hermia. Hermia, meanwhile, loves Lysander who also loves her, but her father wants her to marry Demetrius. Sound complicated? These complications drive the plot and provide humor.
Though Demetrius does not love Helena, she stays devoted to him, following him even into the dangerous forest. Her persistence eventually pays off, after many trials and adventures, as he realizes he loves Helena, not Hermia. In Act IV, Demetrius explains,
my love to Hermia,
Melted as the snow, seems to me now
As the remembrance of an idle gaud
Which in my childhood I did dote upon;
And all the faith, the virtue of my heart,
The object and the pleasure of mine eye,
Is only Helena. To her, my lord,
Was I betroth'd ere I saw Hermia:
But, like in sickness, did I loathe this food;
But, as in health, come to my natural taste,
Now I do wish it, love it, long for it,
And will for evermore be true to it.
True love prevails as Helena and Demetrius will “for evermore be true” to each other.
Also, at the beginning of the play, Hermia and Lysander’s love is blocked by her father’s objections. He would rather she die than marry Lysander. They run away together, followed by Helena and Demetrius, and while in the forest, both of the young men come under a spell that makes them think they love only Helena. Poor Hermia is hurt and confused when the two men who had loved her both insult her and treat her as if she is nothing, while they praise and seek Helena, who is also confused and sure they are only making fun of her. But by the end, the spells are undone and Duke Theseus on his wedding day overrules Hermia’s father and even shares his wedding day with the young lovers:
Egeus, I will overbear your will;
For in the temple by and by with us
These couples shall eternally be knit.
For Hermia and Lysander, true love triumphed over magic and over her controlling father.
The spells on the young men (and other magical spells), were cast by fairies. The king and queen of the fairies, Oberon and Titania, are also having relationship problems. They are arguing over a young boy both would like to have in their courts, but by the end they have resolved their quarrel and their love has prevailed over their stubbornness – at least for the time being. They are there at the end of the play to bless all the couples for whom true love has prevailed.
Now, until the break of day,
Through this house each fairy stray.
To the best bride-bed will we,
Which by us shall blessed be; . . .
So shall all the couples three
Ever true in loving be;
For the four couples in Midsummer Night's Dream, true love prevails ever, and the play ends happily.
____________________________________________________
The first sentence of this essay presents the claim to be supported in the essay, that "A theme of Shakespeare's A Midsummer Night's Dream is 'true love always prevails.' "
Notice that the introduction includes a statement that sets up the organization of the essay. The rest of the essay is going to tell about how for four couples "True love prevails."
The following paragraphs explain how true love prevailed for each of the four couples.
The last paragraph shows the fairy couple blessing the other three, wrapping up the idea that true love has prevailed for all four couples.
Wednesday, January 13, 2010
January 20/21, 2010
January 20/21, 2010
1. Review some Parts of Speech -- especially ADVERBS
2. Extra credit for the -ly test: On the new mural in the commons, look for the three verb/adverb phrases. If you can write those down, you will receive a point of extra credit for each phrase.
3. Look at writing about themes -- as you will do on the 26th/27th.
See these posts:
4. Play "In the Manner of the Adverb"
A list of Adverbs -- mostly using -ly
5. The Giver
B1 -- to page 64 Disc 2, Track 4, 6:45 Jonas, Jonas, Jonas
B2 -- to page 67, Disc 2, track 5, 2:20 to The evening meal . . .
B4 -- to page 70 disc 2, track 6, 3:49 to "Rereading rule number 6, . . .
A1 --page 44, Track 12, 5:00 to page 47, bottom of page
A2 -- page 50, beginning of Chapter 7 to page 62, disc 2, track 4 1:49
A4- page 47, Track 13-- 2:49 to disc 2, track 2, 4:33 -- page 55 "But the next morning, he had done it again."
1. Review some Parts of Speech -- especially ADVERBS
2. Extra credit for the -ly test: On the new mural in the commons, look for the three verb/adverb phrases. If you can write those down, you will receive a point of extra credit for each phrase.
3. Look at writing about themes -- as you will do on the 26th/27th.
See these posts:
Sample Theme Essay on Words By Heart
Examples of Writing About Theme -- For your Book-of-the-Month Assessment
4. Play "In the Manner of the Adverb"
A list of Adverbs -- mostly using -ly
5. The Giver
B1 -- to page 64 Disc 2, Track 4, 6:45 Jonas, Jonas, Jonas
B2 -- to page 67, Disc 2, track 5, 2:20 to The evening meal . . .
B4 -- to page 70 disc 2, track 6, 3:49 to "Rereading rule number 6, . . .
A1 --page 44, Track 12, 5:00 to page 47, bottom of page
A2 -- page 50, beginning of Chapter 7 to page 62, disc 2, track 4 1:49
A4- page 47, Track 13-- 2:49 to disc 2, track 2, 4:33 -- page 55 "But the next morning, he had done it again."
January 15/19, 2010
January 15/19, 2010
Take the spelling test on the post- words with extra credit opportunities.
Prefix to study: post- which means after
1. postgraduate
2. postpone
3. postwar
4. postscript
extra credit: script comes from scribere which means “to write.” (1 Point)
Extra Credit from looking here: In the word "postpone," the "pone" part means "to put," so to postpone something is to "put it after."
More Extra Credit:
[The word posthaste is from the phrase "haste, post, haste," a direction on letters.]
Word History for posthaste --
Just interesting to know:
____________________________
Receive new spelling assignment: Test on January 22/25
Suffix to study: -ly which means "in the manner of" (adverb)
1. sincerely extra credit: < L sincerus pure, clean, untainted
2. usually
3. finally
4. carefully
5. immediately
-------------------------------------------
The Giver -- Reading Chapters --
Chapter 3 = 10 minutes
Chapter 4 = 12 minutes
Chapter 5 = 9 minutes
Chapter 6 = 15 minutes
Chapter 7 = 16 minutes
Chapter 8 = 10 minutes
B1 -- Chapter 4 -- Track 9 about 2/3 through page 56 through CD 2, track 2 to track 3, page 56
B2 -- chapter 4 -- just started chapter 5. Track 9 about 2/3 of the way through page 58
B4 --page 29, top of the page, track 6 about 1/3 of the way through to page 55, Disc 2, track 2, 4:05
A1 -- page 21, "Hippo" to top of page 44, Track 12, 5:00
A2 -- page 21, "he, too, had that look" to page 50, beginning of Chapter 7.
A4- page 23 Track 6, about 2/3 through "he had taken an apple home" to page 47, Track 13-- 2:49
Targets while reading:
Gather evidence by observation.
Visualize what you read.
Notice your own alignment with the text. From where are you viewing the action?
Answer questions about the text.
Take the spelling test on the post- words with extra credit opportunities.
Prefix to study: post- which means after
1. postgraduate
2. postpone
3. postwar
4. postscript
extra credit: script comes from scribere which means “to write.” (1 Point)
Extra Credit from looking here: In the word "postpone," the "pone" part means "to put," so to postpone something is to "put it after."
More Extra Credit:
[The word posthaste is from the phrase "haste, post, haste," a direction on letters.]
Word History for posthaste --
Just interesting to know:
1545, usually said to be from "post haste" instruction formerly written on letters (attested from 1538), from post (3) "system for sending mail" + haste. The verb post "to ride or travel with great speed" is recorded from 1558.
Online Etymology Dictionary, © 2001 Douglas Harper____________________________
Receive new spelling assignment: Test on January 22/25
Suffix to study: -ly which means "in the manner of" (adverb)
1. sincerely extra credit: < L sincerus pure, clean, untainted
2. usually
3. finally
4. carefully
5. immediately
-------------------------------------------
The Giver -- Reading Chapters --
Chapter 3 = 10 minutes
Chapter 4 = 12 minutes
Chapter 5 = 9 minutes
Chapter 6 = 15 minutes
Chapter 7 = 16 minutes
Chapter 8 = 10 minutes
B1 -- Chapter 4 -- Track 9 about 2/3 through page 56 through CD 2, track 2 to track 3, page 56
B2 -- chapter 4 -- just started chapter 5. Track 9 about 2/3 of the way through page 58
B4 --page 29, top of the page, track 6 about 1/3 of the way through to page 55, Disc 2, track 2, 4:05
A1 -- page 21, "Hippo" to top of page 44, Track 12, 5:00
A2 -- page 21, "he, too, had that look" to page 50, beginning of Chapter 7.
A4- page 23 Track 6, about 2/3 through "he had taken an apple home" to page 47, Track 13-- 2:49
Targets while reading:
Gather evidence by observation.
Visualize what you read.
Notice your own alignment with the text. From where are you viewing the action?
Answer questions about the text.
Monday, January 11, 2010
Vocabulary for The Giver
There will not be a test on these words. They are here to provide you with increased understanding of the book, and to provide opportunities for extra credit. Notice the posters on one of the our bulletin boards.
Apprehensive means "anxious or fearful about what may happen." Jonas is feeling apprehensive about the upcoming Ceremony of Twelve.
Remorse means a deep feeling of sorrow or guilt over a wrong that one has done.
Transgression means the breaking of a law or rule; sin.
Apprehensive means "anxious or fearful about what may happen." Jonas is feeling apprehensive about the upcoming Ceremony of Twelve.
Remorse means a deep feeling of sorrow or guilt over a wrong that one has done. Transgression means the breaking of a law or rule; sin.
Term 3 Spelling/Vocabulary/ Prefixes and Suffixes
See all of the prefixes/suffixes for Term 3 at this wiki page.
See the dates for your tests on the calendar to the right.
Non-examples for our suffix post- which means after:
The word “poster” is called that because it was hung on a post. It doesn’t have anything to do with “after.”
The postal service is called that because it contains the word part “post” which here means “mail.”
"Post" for "mail" comes from the Old French for a relay station for horses.
Extra credit: When we take the test, you may receive extra credit if you write on the back that the word part "post" as we use it for "mail" came from the Old French for a relay station for horses. When they sent their mail, it would have been by horse.
See the dates for your tests on the calendar to the right.
Non-examples for our suffix post- which means after:
The word “poster” is called that because it was hung on a post. It doesn’t have anything to do with “after.”
The postal service is called that because it contains the word part “post” which here means “mail.”
"Post" for "mail" comes from the Old French for a relay station for horses.
Extra credit: When we take the test, you may receive extra credit if you write on the back that the word part "post" as we use it for "mail" came from the Old French for a relay station for horses. When they sent their mail, it would have been by horse.
January 13/14, 2010
Self-Starter: On the sheet provided, create a list of things you've found out about the community in The Giver. How long can you make your list? (Perhaps as a group?) -- 6 minutes for groups +share
Spelling handout for B1.
Spelling practice for all. -- 10 minutes
Test for all classes on January 15/19 on
Prefix to study: post- which means after
1. postgraduate
2. postpone
3. postwar
4. postscript
extra credit: script comes from scribere which means “to write.” (1 Point)
Extra Credit from looking here: In the word "postpone," the "pone" part means "to put," so to postpone something is to "put it after."
More Extra Credit:
[The word posthaste is from the phrase "haste, post, haste," a direction on letters.]
Word History for posthaste --
_______________________
More about our January genres and the Book-of-the-Month Assignment.
Books should be read by January 26/27.
_______________________________________
The Giver has a lexile level of 760L.
Read The Giver.
Chapter 3 = 10 minutes
Chapter 4 = 12 minutes
Chapter 5 = 9 minutes
Chapter 6 = 15 minutes
Chapter 7 = 16 minutes
Chapter 8 = 10 minutes
________________________
B1 -- Chapter 2 through Chapter 4 -- Track 9 about 2/3 through
B2 -- from end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done through chapter 4 -- just started chapter 5. Track 9 about 2/3 of the way through.
B4 -- almost to end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done through page 29, top of the page, track 6 about 1/3 of the way through.
A1 -- to page 16 "His father smiled" to page 21, "Hippo."
A2 -- to page 21, "he, too, had that look."
A4- to page 23 Track 6, about 2/3 through "he had taken an apple home."
Targets while reading:
Gather evidence by observation.
Visualize what you read.
Notice your own alignment with the text. From where are you viewing the action?
Answer questions about the text.
Notes to teacher: assign speaker
Spelling handout for B1.
Spelling practice for all. -- 10 minutes
Test for all classes on January 15/19 on
Prefix to study: post- which means after
1. postgraduate
2. postpone
3. postwar
4. postscript
extra credit: script comes from scribere which means “to write.” (1 Point)
Extra Credit from looking here: In the word "postpone," the "pone" part means "to put," so to postpone something is to "put it after."
More Extra Credit:
[The word posthaste is from the phrase "haste, post, haste," a direction on letters.]
Word History for posthaste --
1545, usually said to be from "post haste" instruction formerly written on letters (attested from 1538), from post (3) "system for sending mail" + haste. The verb post "to ride or travel with great speed" is recorded from 1558.
Online Etymology Dictionary, © 2001 Douglas Harpe _______________________
More about our January genres and the Book-of-the-Month Assignment.
Books should be read by January 26/27.
_______________________________________
The Giver has a lexile level of 760L.
Read The Giver.
Chapter 3 = 10 minutes
Chapter 4 = 12 minutes
Chapter 5 = 9 minutes
Chapter 6 = 15 minutes
Chapter 7 = 16 minutes
Chapter 8 = 10 minutes
________________________
B1 -- Chapter 2 through Chapter 4 -- Track 9 about 2/3 through
B2 -- from end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done through chapter 4 -- just started chapter 5. Track 9 about 2/3 of the way through.
B4 -- almost to end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done through page 29, top of the page, track 6 about 1/3 of the way through.
A1 -- to page 16 "His father smiled" to page 21, "Hippo."
A2 -- to page 21, "he, too, had that look."
A4- to page 23 Track 6, about 2/3 through "he had taken an apple home."
Gather evidence by observation.
Visualize what you read.
Notice your own alignment with the text. From where are you viewing the action?
Answer questions about the text.
Notes to teacher: assign speaker
Sunday, January 10, 2010
January 11/12, 2010 -- A New Term!
January 11/12, 2010 -- A New Term!
Anticipation Guide for The Giver
Genres B4 discussed more the Genres we are using for the Book-of-the-Month assignment for this term:
realistic fiction and distopian fictions. See
Be observant!
Plan -- Chapters 1-3 approximately 40 minutes
B1 -- Through Chapter 2
B2 -- almost to end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done.
B4 -- almost to end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done.
A1 -- to page 16 "His father smiled."
A2 --
A4-
Targets while reading:
Gather evidence by observation.
Visualize what you read.
Spelling -- (B1 still needs to receive their words list. Their test will still be on Friday.)
Test for all classes on January 15/19 on
Prefix to study: post- which means after
1. postgraduate
2. postpone
3. postwar
4. postscript
extra credit: script comes from scribere which means “to write.” (1 Point)
Extra Credit from looking here: In the word "postpone," the "pone" part means "to put," so to postpone something is to "put it after."
Anticipation Guide for The Giver
Genres B4 discussed more the Genres we are using for the Book-of-the-Month assignment for this term:
realistic fiction and distopian fictions. See
A Reminder for the January Book Assignment
Reading The Giver, watching for what you find out about the community in this book. Take notes on the back of your anticipation guide about what you learn.Be observant!
Plan -- Chapters 1-3 approximately 40 minutes
B1 -- Through Chapter 2
B2 -- almost to end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done.
B4 -- almost to end of Chapter 2 -- "Did you still play at all, after Twelve?" page18, Track 5 almost done.
A1 -- to page 16 "His father smiled."
A2 --
A4-
Targets while reading:
Gather evidence by observation.
Visualize what you read.
Spelling -- (B1 still needs to receive their words list. Their test will still be on Friday.)
Test for all classes on January 15/19 on
Prefix to study: post- which means after
1. postgraduate
2. postpone
3. postwar
4. postscript
extra credit: script comes from scribere which means “to write.” (1 Point)
Extra Credit from looking here: In the word "postpone," the "pone" part means "to put," so to postpone something is to "put it after."
Saturday, January 9, 2010
Term 3 Begins January 11
QAR's - Question-Answer Relationships
Our writing for January will focus on persuasive writing.
We will learn the rest of the prefixes and suffixes from the master chart, and spelling words to go along with them. See the calendar in the right margin of this blog for testing dates.
You will need to have your individual book for January read by January 26/27. As you read it, watch for themes expressed in the book.
Posts about theme:
Another example of Theme
For your individual reading assignment see
A Reminder for the January Book Assignment (originally posted in mid-December)
Friday, January 8, 2010
PowerSchool
When checking grades on PowerSchool, don't forget to use the features that allow you to click on an assignment name to see the description of that assignments. Any scores that are in a different color may also be clicked on to read the note from the teacher. I provide information for revision and other ways students can continue their learning.
More suggestions for January Book-of-the-Month
More suggestions for January Book-of-the-Month
See also
Contemporary Realistic Fiction
Absolutely Normal Chaos -- Sharon Creech
Amazing Gracie -- Ann Cannon
Baby by Patricia MacLachlan
Beardance by Will Hobbs
Becoming Naomi Leon by Pam Munoz Ryan
Chicken Boy by Frances Dowell
Corner of the Universe by Ann M. Martin
Crazy Lady -- Jane Leslie Conly
Downriver by Will Hobbs
Fifteen -- Beverly Cleary
Freak the Mighty (Also titled The Mighty) by Rodman Philbrick
Joey Pigza Swallowed the Key -- Jack Gantos (and other books in the Joey Pigza series)
Kira-Kira by Cythia Kadohata
Make Lemonade by Virginia Euwer Wolff
Olive's Ocean by Kevin Henkes
P.S. Longer Letter Later and Snail Mail No More -- Paula Danziger and Martin
Pictures of Hollis Woods by Patricia Reilly Giff
Probably Still Nick Swansen by Virginia Euwer Wolff
Ruby Holler -- Sharon Creech
Rules by Cynthia Lord
Smiles to Go by Jerry Spinelli
Summer of the Swans -- Betsy Byars
The Cat Ate My Gymsuit -- Paula Danziger
True Believer by Virginia Euwer Wolff
Walk Two Moons -- Sharon Creech
Wringer by Jerry Spinelli
See also
A Reminder for the January Book Assignment
Contemporary Realistic Fiction
Absolutely Normal Chaos -- Sharon Creech
Amazing Gracie -- Ann Cannon
Baby by Patricia MacLachlan
Beardance by Will Hobbs
Becoming Naomi Leon by Pam Munoz Ryan
Chicken Boy by Frances Dowell
Corner of the Universe by Ann M. Martin
Crazy Lady -- Jane Leslie Conly
Downriver by Will Hobbs
Fifteen -- Beverly Cleary
Freak the Mighty (Also titled The Mighty) by Rodman Philbrick
Joey Pigza Swallowed the Key -- Jack Gantos (and other books in the Joey Pigza series)
Kira-Kira by Cythia Kadohata
Make Lemonade by Virginia Euwer Wolff
Olive's Ocean by Kevin Henkes
P.S. Longer Letter Later and Snail Mail No More -- Paula Danziger and Martin
Pictures of Hollis Woods by Patricia Reilly Giff
Probably Still Nick Swansen by Virginia Euwer Wolff
Ruby Holler -- Sharon Creech
Rules by Cynthia Lord
Smiles to Go by Jerry Spinelli
Summer of the Swans -- Betsy Byars
The Cat Ate My Gymsuit -- Paula Danziger
True Believer by Virginia Euwer Wolff
Walk Two Moons -- Sharon Creech
Wringer by Jerry Spinelli
Reminder of Third Term Requirements
Seventh Grade Third Term Targets
-- Learn the third term prefixes and suffixes and how to spell the words associated with them.
-- Recognize theme in a story or book, and write about one or more themes, using support from the text.
Write an introductory paragraph, body paragraphs, and a concluding paragraph.
Revise and edit. (Especially use commonly confused words correctly, and create complete sentences.)
-- Write a persuasive essay based on a text read as a class.
Write an introductory paragraph, body paragraphs (each focusing on one reason why your reader should agree with you), and a concluding paragraph.
Revise and edit. (Especially use commonly confused words correctly, and create complete sentences.)
-- Read a novel of your choice on your own in one of these genres: distopian or realistic.
-- Read a nonfiction book of your choice on your own.
-- Be able to recognize and use the seventh grade external text features: headings, subheadings, pictures, captions, bolded words, graphs, charts, tables of contents.
-- Create an external text feature for your individual nonfiction book: a timeline, who's who, what's where (annotated list of locations), glossary, subject index or another feature you propose and the teacher approves.
-- Work cooperatively as a group to read and discuss a nonfiction book (Ice Story) in class and together create external text features for your book.
-- Recognize the internal text structures: chronological, sequence, and description.
-- Learn the third term prefixes and suffixes and how to spell the words associated with them.
-- Recognize theme in a story or book, and write about one or more themes, using support from the text.
Write an introductory paragraph, body paragraphs, and a concluding paragraph.
Revise and edit. (Especially use commonly confused words correctly, and create complete sentences.)
-- Write a persuasive essay based on a text read as a class.
Write an introductory paragraph, body paragraphs (each focusing on one reason why your reader should agree with you), and a concluding paragraph.
Revise and edit. (Especially use commonly confused words correctly, and create complete sentences.)
-- Read a novel of your choice on your own in one of these genres: distopian or realistic.
-- Read a nonfiction book of your choice on your own.
-- Be able to recognize and use the seventh grade external text features: headings, subheadings, pictures, captions, bolded words, graphs, charts, tables of contents.
-- Create an external text feature for your individual nonfiction book: a timeline, who's who, what's where (annotated list of locations), glossary, subject index or another feature you propose and the teacher approves.
-- Work cooperatively as a group to read and discuss a nonfiction book (Ice Story) in class and together create external text features for your book.
-- Recognize the internal text structures: chronological, sequence, and description.
Wednesday, January 6, 2010
January 7/8, 2010
January 7/8, 2010
1. Self-starter:
a) In your composition book (under writing), write today’s date and title this “Themes in Words By Heart."
b) Explain how you feel about one of these statements:
"It is even more important to do the morally right thing than it is to stay alive."
or
"We should be understanding and forgiving no matter how badly people treat us."
These statements are themes that may be found in literature.
Each is stated as a complete sentence.
Definitions:
A theme is a big idea about life revealed in a piece of literature.
A theme is an idea or message about life, society, or human nature. Novels will usually express several themes.
c) Using the same theme you wrote about earlier, write about how the author of Words By Heart feels about that idea. How do you know?
----------------
(2) Spelling test for B1.
2/3. Finish Words By Heart
4. Words By Heart Video/107 minutes
B1 from minute 49 (Lena just confessed that she had taken the books. We see the grinding stone turning)
(58 minutes left for today) Finished.
B2 from minute 1:10 Ben is at Hawks Hill camping out, to repair the fences for Ms. Chism.
(Book pages 108-110, 5th paragraph)
(37 minutes left for today) Finished.
B4 from minute 1:12. (Book pages 108-112, 1st paragraph)
(35 minutes left for today) Finished.
A1 from minute 1:03 -- looking out the window for Mrs. Chism's dinner party (44 minutes)
A2 from minute ?
A4 from minute 1:02. (45 minutes)
1. Self-starter:
a) In your composition book (under writing), write today’s date and title this “Themes in Words By Heart."
b) Explain how you feel about one of these statements:
"It is even more important to do the morally right thing than it is to stay alive."
or
"We should be understanding and forgiving no matter how badly people treat us."
These statements are themes that may be found in literature.
Each is stated as a complete sentence.
Definitions:
A theme is a big idea about life revealed in a piece of literature.
A theme is an idea or message about life, society, or human nature. Novels will usually express several themes.
c) Using the same theme you wrote about earlier, write about how the author of Words By Heart feels about that idea. How do you know?
----------------
(2) Spelling test for B1.
2/3. Finish Words By Heart
4. Words By Heart Video/107 minutes
B1 from minute 49 (Lena just confessed that she had taken the books. We see the grinding stone turning)
(58 minutes left for today) Finished.
B2 from minute 1:10 Ben is at Hawks Hill camping out, to repair the fences for Ms. Chism.
(Book pages 108-110, 5th paragraph)
(37 minutes left for today) Finished.
B4 from minute 1:12. (Book pages 108-112, 1st paragraph)
(35 minutes left for today) Finished.
A1 from minute 1:03 -- looking out the window for Mrs. Chism's dinner party (44 minutes)
A2 from minute ?
A4 from minute 1:02. (45 minutes)
Tuesday, January 5, 2010
Deadline!
No late work or further revisions of work will be accepted after January 5 unless you have made special arrangements with me.
If you are failing (F) the class, you may hand in your research project and book test by Friday. See
http://cavemanenglish.pbworks.com/November-December-Book-Assessment
Do not ask for any further extra credit opportunities for this term. You have already had at the opportunity to earn at least forty points of extra credit during the term.
Note that any research projects are already over three weeks late.
The book test on the wiki is already nearly three weeks late.
If you are failing (F) the class, you may hand in your research project and book test by Friday. See
http://cavemanenglish.pbworks.com/November-December-Book-Assessment
Do not ask for any further extra credit opportunities for this term. You have already had at the opportunity to earn at least forty points of extra credit during the term.
Note that any research projects are already over three weeks late.
The book test on the wiki is already nearly three weeks late.
Monday, January 4, 2010
January 5/6, 2010
January 5 is the last day to hand in late or revised work for this term, unless you have made special arrangements with the teacher.
Students whose grade is at an "F" may hand in the research project (November-December Book of Month and Works Cited) and book test (Book-of-Month Test) by Friday.
No more make-up tests will be given unless you've already arranged that with me.
1. Get your composition books: Write today's date, then title this "Why Our Christmas Vacation Should Have Been Longer/Shorter" or "Why Our Christmas Vacation was Just the Right Length." Write a paragraph or so about why our vacation should have been longer or shorter (pick one), or why it was just right.
2. Test on prefixes and suffixes. All classes except B1 took the test on the prefixes and suffixes and associated spelling words we've studied this term. B1 is taking the test on January 7.
Prefixes and Suffixes from the Seventh Grade Core for Term 2 (and on) Vocabulary
3. Words By Heart
4. Words By Heart Video/107 minutes
B1 from just as they get home from the scripture bee to minute 49 (Lena just confessed that she had taken the books. We see the grinding stone turning.
B2 from minute 43 to 1:10 Ben is at Hawks Hill camping out, to repair the fences for Ms. Chism.
(Book pages 108-110, 5th paragraph)
B4 from minute 58 to 1:12. (Book pages 108-112, 1st paragraph)
A1 from minute 39 -- I've got me a hand now that can work circles around the two of you. . . " to minute 1:03 -- looking out the window for Mrs. Chism's dinner party
A2 from minute to
A4 from minute 42 -- Mrs. Chism beating the rug to minute 1:02.
QAR's - Question-Answer Relationships
Whether you are answering questions or creating your own questions as you read, it is helpful to know where to look for the answers to various types of questions. When you are reading, there are four main types of question-answer relationships. Here they are, with a brief explanation for each:
- Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place.
- Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages.
- Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question.
- On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it.
1. Right There:
Question: What is one of the rituals in Jonas' community?
Answer: the evening telling of feelings
Words for the question, and the answer are both found in this sentence: "It was one of the rituals, the evening telling of feelings." p. 4
2. Think and Search:
Question: Who does Jonas mention as his friends in the community?
Answer: Asher, Fiona, and later, the Giver [I had to go to three different pages to find this aswer.]
3. Author and You:
Question: Why doesn't the community allow more than three books?
Answer: Reading books gets people to think and wonder and consider possibilities beyond their own experiences. For Jonas's community to continue to work as it has been, the people need to be content with what they have and not think or wonder too much.
[I had to know about the community from reading The Giver, but I also used what I knew even before I read the book to help answer the question.]
4. On My Own:
Question: Have you ever experienced a sled ride? (You and I could answer that without reading any part of the The Giver!]
Another On My Own:
Question: Which do you think is more important -- freedom or security? [You and I could answer that question without reading The Giver, though once we've read it, we could use examples from that book in defense of our choice of which is more important.]
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