Wednesday, November 28, 2007

November 28, 2007

November 28, 2007
Remember that Part 1 of your Novel Portfolio is due on Friday. This will include the character chart for the main character, the cast of characters chart, and an illustration of the setting of your book.

Students made a tiny book to use for studying some of the confusing words (brake/break, desert/dessert, etc.). We will have a test on all of your confusing words in about two weeks, so make sure you know them.

We read/listened to chapters 11 and 12 of The Giver. Here are the questions we answered for those chapters:

Chapter 11 of The Giver
Vocabulary: frigid (80) = intensely cold
perceived (81) = saw, was aware of
poised (81) = staying in readiness
conveyance (84) = carrying, transporting
Write your answers legibly and in complete sentences.
Questions for chapter 11: Read through these before you read, and answer #1, #2, and then #3 or #4.
1. Which senses are involved in Jonas’s perception of the memories? (Sight, hearing, smell, taste, touch?) List them as you listen, and jot down a couple of words to show what it is that Jonas is experiences for each sense.
2. How is Jonas’s understanding of the memories he receives different from his usual way of understanding things?
3. At some point in the past, the community seems to have chosen a way of life that is referred to as Sameness. What kinds of experiences and hopes to you think led to this choice?
4. In what ways do we preserve memories in our society?

Chapter 12 of The Giver
Vocabulary: fretful (88) = upset
commerce (89) = buying and selling
civil (89) =having to do with legal processes
abuzz (89) = filled with/communicating about
admonition (89) = warning
flustered (91) = confused, upset
distinctive (94) = noticeable; standing out
kinks (95) = imperfections, problems
relinquished (95) = let go of, gave up
Write your answers legibly and in complete sentences.
Questions for chapter 12: Read through these before you read, and answer #1, #2, and #3.
1. At the beginning of the chapter, what lie does Jonas tell to his mother?
2. What is the “seeing beyond” that Jonas had experienced with the apple and with Fiona’s hair?
3. How do you feel about “Sameness”? Explain. If you don’t like the idea of Sameness, what aspects of Sameness bother you the most and why?

Monday, November 26, 2007

November 26, 2007

November 26, 2007
Important notes:
Novel Portfolio: The first part of the novel portfolio is due this Friday, November 30. See your instructions for the portfolio. This first part includes the Main Character Chart, the Cast of Characters, and the illustration for the setting. You do not need to have read the whole book in order to do this part of the portfolio.
You will need to read the whole book before you create Part 2, the picture book, which is due December 14.
Reading Bingo: Your
Reading Bingo is also due on Friday, but may be handed in during December for full points. Don't forget to have the teacher put your portfolio novel on your reading bingo card.
Memory Essay on MY Access: If you haven't been able to write or finish your memory essay on GoMyAccess, plan to stay after school on Tuesday, November 27. We'll have a special session in the computer lab for those who need to complete this assignment.
Confusing Words: Don't forget to study your confusing words.

Today we listened to and answered questions about chapters 9 and 10 of The Giver.

Chapter 9 of The Giver
requisitioned (page 69) = requested from a government source
excruciating: (page 70) = intensely painful
steeled (70) = strengthened, prepared
integral (70) = essential
Write your answers legibly and in complete sentences.
Questions for chapter 9: Read through these before you read, and answer #1, #2, and then #3 or #4. To answer #3 or #4, discuss it with your small group.
1. What do you think might have happened to the female Receiver?
2. Why does Jonas find the instruction about lying so disturbing?
3. “He is to be alone, apart, while he is prepared by the current Receiver for the job which is most honored in our community.” Why is the position of Receiver the most honored in the community? Think about your own community. Which positions (jobs) are the most honored? How would you compare them to the position of Receiver in Jonas’s community?
4. When Jonas was a four, he had said the words, “I’m starving,” and had been taken aside for a lesson in precision of language. Was he lying or trying to emphasize how he felt by exaggeration?

Most likely, it also would have been considered lying if Jonas had said, “I’m hungry as a horse”. The use of exaggeration is part of the poetry and color of our language.
List at least five other exaggerations people use in our community that would
be considered lies in Jonas’s community.

Chapter 10 of The Giver
Vocabulary: alcove (74) = small area set off from a room
embossed (74) = raised from the surface
transmit (77) = transfer, giver
tentatively (77) = without certainty
exhilarating (78) = exciting and refreshing
Write your answers legibly and in complete sentences.
Read through these before you read the chapter, and answer #1, #2, and #3.
1. How does the Receiver treat Jonas?
2. Why are the memories that The Receiver holds important?
3. Jonas is surprised about certain things in the Giver’s living area.
a. What surprises him about the door? Why?
b. What surprises him about the books? Why is this surprising to him?
c. What surprises him about the speaker? Why?

Thursday, November 15, 2007

November 19, 2007

November 19, 2007
Confusing Words Quiz
Read and answer questions about The Giver, chapters 6-8.
See the previous blog for questions for Chapter 6.
Chapter 7
1. How would you characterize (describe) the chief elder?
2. What do you think of the ritual of thanking people – for example, for their feelings, their dreams, and their childhood? Should our society adopt this ritual?
3. Do the assignments given out seem appropriate to you? Explain.
4. Why do you think the Chief Elder skips Jonas? Give as many possibilities as you can.

Chapter 8
1. What is unusual about The Receiver? What else in the book can you connect this to? What meaning do you find in this?
2. What makes choosing a Receiver especially difficult?
3. What do you think a Receiver of Memory might do? Could anyone in our country/culture be considered a Receiver of Memory? In other countries/cultures that you know?
4. Imagine that you are Jonas. What questions do you want to ask The Receiver when you meet him?

Ms. Dorsey will be gone, so extra credit is available to students who are well behaved for the substitute. I'm going to New York City with the American Fork High School Marching Band.

Have a very happy Thanksgiving!

Questions on Chapters 5 and 6 of The Giver

Questions for chapter 5:
Read through these before you read the chapter, and answer #1, #2, and either #3 or #4.
1. What do you think of the dream-telling ritual?

2. At one point, the clean up of meals is referred to in this chapter. How do you think meals are prepared and served? Explain why you think as you do.

3. Explain in your own words what happened to Jonas in this chapter and what effect the pills have on him.

4. Why do you think “Stirrings” are treated with pills in the community.

Questions for chapter 6: Read through these before you read, and answer #1, #2, and then #3 or #4 .
1. What do you think of the pledge the family has to sign about Gabriel? Can someone keep a promise to not become attached to someone else? Explain.

2. What do you think of the concept of a replacement child? Explain.

3. Do you think it would be possible in our world to have a match-making service with a 100% success rate, like the one in the community? Why or why not?

4. Draw a picture of one of the ceremonies.

November 15, 2007

November 15, 2007
Today we went to the computer writing lab for the first half of class, to finish the MY Access assignment: "A Memorable Childhood Event." If you didn't finish, or would like to revise and edit more, you may do that from home until January 4. Sooner is definitely better.
Students listened to and followed along with The Giver, chapter 5, and answered questions about the chapter. If you have been absent, check the blue absent envelope for the questions and directions.

Tuesday, November 13, 2007

November 13, 2007

November 13, 2007
Students still need to hand in their Novel Approvals if they haven't yet done that.

Today we went to the computer lab to start typing the memories received from parents, grandparents, etc.

Writing Up Memories -- (Receiving and Giving)

1. Go to the computer lab to write
your essay, " A Memorable Childhood Event."
Draft, revise, and edit to make it the best you can.
Aim for a 4 or more on the overall scoring.

⇨ To get into GoMyAccess in the computer writing lab:
⇨ Click on the icon for Safari (Internet Browser).
⇨ You will be on the school home page.
⇨ Go to the lower right hand corner to click on GoMyAccess.
⇨ Log in with your username (firstnameSTUDENT#) and password (999lastname).
⇨ If your name shows up on the next screen, click on "Yes, this information is correct."
⇨ Go to assignments.
Start out by watching the tutorial.
Click on “Guided Tour of MY Access writing program” in the upper right hand corner. Watch the “Guided Tour.” (It takes about 10 minutes.) Then. . .
You are able to view this also from home.

⇨ Go to assignments, and click START by the assignment " A Memorable Childhood Event." If you did not receive a memory from an older person, use one of your own for less points for today. Replace it with an memory from an adult as soon as you can.

⇨ If you need help getting started, you might want to check out the "My Prewriting” tab, and look briefly at the Narrative Wizard or the Narrative Outline.
⇨ Go back to start typing.
⇨ Type up your story.
⇨ Submit and Final Submit. Check out your scores and the suggestions for improving it.
⇨ Revise and edit. Use "My Tutor" and "My Editor."

 Note: It is almost always helpful to add more detail. Make a movie in your mind of what happened, and then put what you see and hear into words.

 When you use "My Editor," make corrections, and then click on "My Editor" again to refresh it and see if you've gotten rid of some of the errors.

 Don't forget that GoMyAccess doesn't like contractions like "don't" and "doesn't."
Do not use them.

You can also look at Writer's Models (examples), and at Tutor and editor feedback after you have done a final submit.

→ Try to get your essay at least to an overall score of 4.
→ You do not have to print the essay.
Just make sure you have done a final submit.
→ We will be back in the computer lab for part of the period on this Thursday.
→ You may continue to revise from home. Make sure it is your own work.

Saturday, November 10, 2007

The Giver: Questions for Chapters 3 and 4

The Giver: Questions for Chapters 3 and 4

In your reader's journal (the lined pages in your binder under "Reading"), label the next page you have prepared The Giver -- Chapter 3

Number your page from 1 through 4 and answer the following questions. You do not have to copy the questions. Write your answers legibly and in complete sentences.
Questions for chapter 3:
Read through these before you read the chapter, and answer #1, #2, and either #3 or #4.
1. How are differences treated in the community?
2. Why do you think Lowry uses four paragraphs on the subject of pale eyes at the beginning of the chapter and then refers to this physical feature again at the end of the chapter?
3. What have you learned so far about the purpose of the voice on the Speakers?
4. What do you think happened with the apple?

Group Discussion and Group Answer: If time is allowed, your small group will get together to discuss questions 1 and 2 (from above) and hand in your group answers on a separate sheet of paper.

Label the next part of the page in your reader’s journal The Giver -- Chapter 4

Number your page from 1 through 5 and answer the following questions. You do not have to copy the questions. Write your answers legibly and in complete sentences.
Questions for chapter 4: Read through these before you read, and answer #1, #2, and then #3 or #4 or #5.
1. In what areas of life do the members of the community have free choice, and in what areas are their lives regulated (controlled)?
2. Do you think the rule against bragging is a good one? Why or why not?
3. What similarities are there between newchildren and the Old?
4. What do you think about release now – at the end of chapter 4? What do you think the word means?
5. The following words all describe types of laughter
chortling, hooting, laughing, giggling, snickering, chuckling
They could be called synonyms, or words that mean the same thing – laughing. But each has a different shade of meaning. Put those “laugh” words in order from quietest to loudest. There is more than one answer, but some would definitely be wrong.

Group Discussion and Group Answer: If time is allowed, your small group will get together to discuss questions 1 and 2 (from above) and hand in your group answers on a separate sheet of paper.

Example for Character Chart Answers

Example for Character Chart Answers
How an Author Let's Us Know Things About a Character

Novel: The Outsiders
Character: Ponyboy

What he/she thinks
Quote #1, Page Found, and Explanation

p.1 “I was wishing I looked like Paul Newman. . . but I guess my own looks aren’t so bad.”
Ponyboy wants to look “tough” like the movie star, but is okay with his own appearance. He’s pretty confident.

Quote #2, Page Found, and Explanation

p. 179 “Someone should tell their side of the story. . . It was important to me.”
Ponyboy want to let people know about what’s happening to kids like Johnny and Dally and others like them. He thinks about other people.

What he/she says
p. 129 “Can you see the sunset real good form the West Side?. . . You can see it good from the East Side, too.” Ponyboy understands that Greasers and Socs can have much in common.

p. 18 to Soda “Wait (to move out) till I get out, though, so you can keep Darry off my back.” Pony is smart, but he doesn’t understand that Darry is just trying to take care of Ponyboy like a dad would.

His/her speech patterns
(how he or she talks)

p. 18 “tuff enough”
p. 16 “You’re gonna put me to sleep.” p. 30 “Y’all want some.”
Ponyboy uses 60’s slang, “lower class” English, and has a southern accent.

p. 31 “He ain’t dangerous like Dallas. . .” p. 43 “It ain’t fair that we have all the rough breaks.”
Ponyboy uses substandard (lower class) English.

[Include also "What he/she does," and you may also include "What other characters say about him or her," and "What the author says about him or her." You may use these last two to replace any of the first four.]

Friday, November 9, 2007

November 9, 2007

November 9, 2007
Today two assignments were due:
1. The Novel Portfolio Book Approval can still be handed in for full points, but will not receive the extra credit points received by those who handed in this assignment by today.
2. The notes on two memories from two adults must be brought on Tuesday because we will be rough drafts, then typing in the computer lab. Students who brought the memories today receive points not available to those who did not.

Elders were appointed for each community (class).

The houses participated in a competition to practice commonly confused words (homophones and lie/lay).

We read and looked for answers to questions about chapters 3 and 4 in The Giver.

Wednesday, November 7, 2007

Novel Portfolio

The Novel Portfolio project is based on a book you select to read outside of class this term.
Don't forget that the book must be approved by a parent or guardian, and by the teacher.

See the Goldenrod packet for complete directions. Examples will be shown in class.
Due Dates:
Part 1 is due by November 30.
Part 2 is due by December 14.

Grading for the Portfolio Project
Part 1
Main Character _______/20
Setting _______/15
Cast of Characters _______/15
Total for Part 1 _______/50
Part 2
Plot List of Important Events _______/15
Children’s Book of your Novel ________/50
Total for Part 2 ________/65
Extra credit is available for handing your work in early.

Students, if you have questions about the assignment or about whether you are doing it correctly, please see the teacher. If you need individual help, I am available most days after school (not Mondays), and remember that a late bus is provided on Tuesdays and Wednesdays.

Questions on Chapter 2

The Giver, Chapter 2 –
1. As you read, list words and phrases used in this community that seem unusual to you, or that are different from the words and phrases we use. Example: Instead of saying, “She turned nine years old,” they say, “She became a Nine.”
2. How do children come into families in Jonas’ community? (Write sentences to explain everything you’ve found out.)
3. How are children named?
4. What do people in the community think will happen when something goes to a committee for study?
5. In this community, what do they call the most important elder? __________________________
6. In Jonas’ community, what does “Assignment” mean?
7. Who decides assignments, and how?

November 7, 2007

November 7, 2007

⇒Students could hand in their novel approvals. These are due on Friday, November 9.
⇒The collected memories (one each from two adults) are also due on Friday.

1. Students received their Novel Portfolio Assignments. See the buff and goldenrod packet.
These are due in two parts – part 1 on November 30 and part 2 on December 14.
2. We staged a radio show, ferreting out information about this unusual community we are reading about in The Giver. Students earned house points for bringing up and backing up valid points.
3. We listened to Chapter 2 from The Giver, and students wrote answers to a few questions about the chapter.

Monday, November 5, 2007

Collecting Memories Homework

Collecting Memories Homework -- Due November 9

Directions for This Assignment
Your assignment is to collect two or three memories from parents, grandparents, aunt, uncles, or other people in your family who are at least fifteen years older than you.
Ask for memories that haven’t been written out, but should be because they’re
worth passing on.
You could ask these questions to help the people you are interviewing think of special memories:
• What experiences have made you feel really happy or very sad?
• What experiences have been very alarming or really frightening?
• What experiences have made you feel proud of yourself?
• What have been the most difficult tasks you have had to undertake?
• What contests or games have you tried hard to win?
• What experiences have made you feel ashamed of yourself?
• What experiences have made you realize that you truly care about someone?
• What experiences have made you laugh a lot?
• Other types of experiences are okay, too.

⇒ Each memory should be focused on one incident that is significant for some reason.

⇒ Collect as many specific details and pieces of description as you can for each memory. Be as clear as you can about
• the setting: When and where did the experience take place? Collect details that will help the reader feel as if he or she is there.
• the characters: Exactly who was involved? Names, ages, and relationships could be helpful. Collect details that will help the reader feel as if he or she can see these people.
• the sequence of events: How did the experience begin and end? What happened first, second, third?
• the conflict: What was the problem that made this experience interesting?
• the “So what?” or theme: What makes this a memory that’s worth passing on? (Even little, seemingly unimportant memories can have a “So what?” if the person or others learned from it or was affected by it or felt deeply about it.)

Due dates:
Return this sheet, with your notes on the back, by Friday, November 9, for full points plus extra credit. We will start writing up the memories in the computer lab on November 13, so you must have your notes by that day.
November 9 -- Turn in notes for points plus extra credit.
November 13 – Start drafting on the computer.

Points for notes on at least two specific memories: _______/ 20 +5 if handed in by November 9.

Be aware: If you don’t have these ready by November 13, you won’t be ready for that day’s assignment in the computer lab.

November 5, 2007

November 5, 2007
Self-Starter: Follow the directions on the handout. Read -- Write -- Think.

Read this:
The Utopian Novel
For thousands of years, writers and philosophers have been imagining how the world might be organized so people could live together more harmoniously.

In the sixteenth century (1500’s), just as the Europeans were discovering a New World in America, an Englishman named Thomas More wrote Utopia, a book about an ideal society. Utopia is a word More created from two Greek words – eu, which means “not,” and topia which means “place.” So, literally, utopia means “not a place.” The word eu can also mean “good.” More seems to be saying two things at once: this is a good place, but it is also no place – it doesn’t exist. Since the publication of More’s book, utopia has come to mean a place that is idea or perfect.

Write this:
On a sheet of lined binder paper (with no spirobits and with the holes not torn), write about the following:

Label it: My Utopia
• Think: Imagine you could create a perfect world.
• Think: How would it be different from the world you live in right now?
• Think: How would it be the same?
• Write: Imagine yourself living there and
describe what an ordinary day would be like.

Your written response to this will be filed in your binder under “Reading.”

You will need about sixteen (16) more pages of lined binder paper in that section for a reader’s journal you’ll use while reading The Giver.

Label the first “The Giver, Chapter 1”
Divide the page into about thirds, and label them (write only the underlined words):
1. Questions: You will record questions you come up with as you read.
2. Response (to one of the topics you’ll be given)
3. My Own Response (See the handout for Literature Response Journal and Group Discussion.)

You will individually read the rest of chapter one, filling out the paper you’ve just set up. Then you will participate in a group discussion with some of the other members of your house. See the back of the handout for Literature Response Journal and Group Discussion.

Receive assignment for "Collecting Memories." This is due by Friday the 9th. If you absolutely can't hand it in then, have it ready by Tuesday, the 13th. We will be going to the computer lab that day to type these up.