Today in class . . . We took a reading survey (posted on Google Classroom) and we started on our Grammar Class Olympics assignment. Students who were absent can find the survey on google classroom and the assignment is attached below. *I also passed out Reading Log #1 it will be due on Wednesday, September 7th*
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Today in class . . . We reviewed the disclosure, signed the AUP, and joined Ms. Norr's google classroom. Homework: -Read & sign disclosure with parent/guardian -Gather required materials -Read a great book!
Today in class . . .
Nominated students shared their speeches with the whole class. Today was the last day to turn in late work. Today in class . . .
Students performed their speeches in small groups. Today in class . . .
Students used google classroom to polish their speeches. Then they listened to examples of speeches being read with skill and emphasis. Lastly, they began practicing how they will perform their speech next week. Please see google classroom for directions and examples. Today in class . . .
Students used google classroom to create their speech drafts. Please see google classroom for directions. Today in class . . .
Students finished their speech drafts and peer reviews. Then we looked at examples of famous presidential speeches and analyzed the rhetorical strategies they used. See this website: The 10 Greatest US Presidential Speeches Afterwards, students revised their speeches and highlighted these elements in them. This I Believe Speech Requirements: Introduction
Today in class . . . Students finished their 1st drafts of their speeches and did a peer review. The peer review document is attached below. As an example, we analyzed The Gettysburg address and identified President Lincoln's belief and how that belief would affect the world. Text of Gettysburg Address: Address Delivered at the Dedication of the Cemetery at Gettysburg Abraham Lincoln November 19, 1863 Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.
Today in class . . . We started drafting our speeches. Ms. Norr reviewed and approved speech proposals. Students should be about halfway done with their drafts for class on Monday. We watched the video included below. It taught us how to build ideas in people's minds. That is the key to writing a good speech. Today in class: We studied the literary devices and speech strategies used in real-world This I Believe speeches. Students wrote proposals for their speeches and created examples of literary devices to use in their speeches. The assignment we filled out is attached below. the assignment was turned in today. The speeches that we analyzed are included below too. Links for: Temple Grandin Speech:http://www.npr.org/templates/story/story.php?storyId=5628476
Today in class . . . Students read for reading day #14 through the end of their novels. Students wrote a reflection once they finished. We watched a quick video about Anne Frank and her family. Then students had discussion #4. Students where were absent need to write their reflection and answer the discussion questions below in order to earn points for both things. Reflection: Write a 5 sentence summary of the most important thing/things you learned about the Holocaust. Write a 3 sentence rebuttal to someone who denies the Holocaust ever happened. Discussion: 1. What was the most powerful theme from your book? Give one piece of evidence. 2. Which fact about the Holocaust was the most surprising to you? Why? 3. How did your book add to your understanding of this time in history? 4. Write one question you would like to ask Ms. Norr or your author. We also watched this short clip to give students who didn't read Anne Frank some important background.
Today in class . . . Students analyzed Dr. Seuss's book The Butter Battle. We watched an animated version of the book and students filled out the plot diagram on the back of reading log #16 for it. Afterwards, we discussed how this book was a satire of the arms race during the cold ward. Students learned the meanings of these words: propaganda, satire, and censorship. Today in class: Students read for reading day #13 and analyzed Franklin Delano Roosevelt's speech to congress after the attack on Pearl Harbor. Students who were absent need to do these things to complete their analysis: Analysis Questions 1. Define three of these words using context clues from the speech. infamy, premeditated, implications, onslaught, uttermost, mincing, and dastardly 2. Find an example of two of these speech techniques being used in the text: repetition, alliteration, emotionally charged words, appeal to self-preservation, and assurance of moral superiority. 3. A. To whom was this speech addressed? B. What appeals are made to each group?
Be sure to use the text above in addition to the video.
Today in class . . .
We took the end-of-level reading comprehension test. Students tested on the computers in the writing lab for one class period. This was the final state test for English class this year! Students who were absent will be called out of class to finish sometime during the next week. Today in class . . .
We reviewed for the end-of-level ELA test by doing this review assignment: https://docs.google.com/a/wsdstudent.net/document/d/1nV5BfTw1ygkIJV7E1k6no5mKD7VhAPBCsHtKN3ruh8k/edit?usp=sharing It uses an article that you will need to pick up in the classroom. We also looked at the practice test discussed strategies for answering each type of question. Today in class . . . Students read chapters for reading day #10. We had a discussion of the connotation and the denotation of ghetto and euthanasia in the our book. We also discussed how these words were used as euphemisms during the Holocaust. Students reviewed figurative language definitions and examples for their reading comprehension test. We also watched this movie trailer. This film title uses connotation and denotation and the context of this film matches with our books. This film can helps students make text-to-world connections between their texts and the United States of America. This week in class . . .
Students took the state end-of-level writing test. They wrote two essays. We will have results soon. I will share them with students in class. Today in class . . . We reviewed for our end-of-level writing test. Students analyzed their scores from their mid-level test in February. I promised students that I would send the email included below. This email includes an optional review assignment and documents we have used to help us write essays all year. Here is the email: Hi Parents, Guardians, And Students: This email is just to remind you about our end-of-level writing test next week. I am excited for this test! We have worked hard this year, and every student has made great progress in their essay-writing skills. Because we are on an A/B schedule, students in 1st 3rd 5th and 7th period classes will test on Monday, Wednesday, and Friday. Students in 2nd 4th and 6th period classes will test on Tuesday, Thursday and Friday. They will only be testing during their English class; please make every effort to be in class. Please review, or help your student review by looking over the documents I have attached to this email. They are also available on my website: http://englishwithmsnorr.weebly.com/ The documents are these:
Also, It would benefit all students to make sure that they get enough sleep and breakfast before testing each day. Additionally, here is the link to practice test if you want to look at it too: http://sageportal.org/training-tests/ Thanks, Ms. Norr SOJH English Dept.
Today in class . . .
Students turned in their Holocaust Book Group Portfolios and Reading Log #14, took Holocaust Quiz #3, and had their third discussion with their groups. Students who were absent, need to turn in all of those assignments as soon as possible and answer the questions below in at least 3 complete sentences each. Be sure to use evidence from the text to back up your answers. Discussion #3 Make-Up Questions
Today in class . . .
Students finished up their four responses and discussion questions for reading days 6-9. We reviewed highlights of what they read while I was gone and corrected Holocaust Quiz #2. Today in class . . .
Students read for Reading Day #5. Then they answered the four questions below making connections between what they read and this news article. Reading Day #5 Anne p. 75 Night p. 54 Pajamas p. 55 Stars p. 49 Connections Questions Directions: Answer each question in 2 complete sentences. 1. How do the Headline and photo help communicate the main idea of this article? 2. Compare and contrast the point of view of the holocoaust represented in this text and your book. 3. Identify one fact that this text and your book might disagree on. 4. How could other text features or different media choices improve this article? Today in class . . .
Students discussed the first quarter of their books. They asked each other questions and responded with evidence, elaboration, and counterclaims or rebuttals when appropriate. Students who were absent need to answer these questions below. Three complete sentences for each answer please (claim, evidence, elaboration). Make-Up Questions 1. How do you think other 8th graders would like this book? What would they think? 2. What kinds of lessons do you think the characters will learn? How might they learn this? 3. How does history shape this story? 4. How would you react to this situation? Today in class . . .
We read for reading day #4 and prepared for tomorrow's discussion. Students also filled out an index card that they will bring with them to their discussions. The directions for the card were these: Front: Write 3 "author and you" questions that you would like to ask your group members. Make sure that answering the question requires making an inference. Back: Write a 3-5 sentence summary of what you have read over the past week in the book. |
8th Graders
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