Saturday, December 27, 2008

How to Use Commas



How to Use Commas
Here is a site I just found where you can learn about the rules for using commas.
Click here for a tutorial on using commas.

(image from www.comma.org.mt/gfx/comma.gif)
Link

Thursday, December 18, 2008

Last Week of Term

Last Week of Term

Don't forget to study for your retest on Prefixes and Suffixes which will be given during the last week of the term.
Also, if you haven't presented your "CD" Book-of-the-Month Assessment, be prepared to do so on the first day we get back from vacation.

The Foolish Fir-Tree -- a Christmas poem by Henry Van Dyke


The Foolish Fir-Tree a Christmas poem by Henry Van Dyke


"A tale that the poet Ruckert told
To German children, in days of old;
Disguised in a random, rollicking rhyme
Like a merry mummer of ancient time,
And sent, in its English dress, to please
The little folk of the Christmas trees."

A Little fir grew in the midst of the wood
Contented and happy, as young trees should.
His body was straight and his boughs were clean;
And summer and winter the bountiful sheen
Of his needles bedecked him, from top to root,
In a beautiful, all-the-year, evergreen suit.

But a trouble came into his heart one day,
When he saw that the other trees were gay
In the wonderful raiment that summer weaves
Of manifold shapes and kinds of leaves:
He looked at his needles so stiff and small,
And thought that his dress was the poorest of all.
Then jealousy clouded the little tree's mind,
And he said to himself, "It was not very kind
"To give such an ugly old dress to a tree!
"If the fays of the forest would only ask me,
"I'd tell them how I should like to be dressed,
"In a garment of gold, to bedazzle the rest!"
So he fell asleep, but his dreams were bad.
When he woke in the morning, his heart was glad;
For every leaf that his boughs could hold
Was made of the brightest beaten gold.
I tell you, children, the tree was proud;
He was something above the common crowd;
And he tinkled his leaves, as if he would say
To a peddler who happened to pass that way,
"Just look at me! don't you think I am fine?
"And wouldn't you like such a dress as mine?"
"Oh, yes!" said the man, "and I really guess
I must fill my pack with your beautiful dress."
So he picked the golden leaves with care,
And left the little tree shivering there.

"Oh, why did I wish for golden leaves?"
The fir-tree said, "I forgot that thieves
"Would be sure to rob me in passing by.
"If the fairies would give me another try,
"I'd wish for something that cost much less,
"And be satisfied with glass for my dress!"
Then he fell asleep; and, just as before,
The fairies granted his wish once more.
When the night was gone, and the sun rose clear,
The tree was a crystal chandelier;
And it seemed, as he stood in the morning light,
That his branches were covered with jewels bright.
"Aha!" said the tree. "This is something great!"
And he held himself up, very proud and straight;
But a rude young wind through the forest dashed,
In a reckless temper, and quickly smashed
The delicate leaves. With a clashing sound
They broke into pieces and fell on the ground,
Like a silvery, shimmering shower of hail,
And the tree stood naked and bare to the gale.

Then his heart was sad; and he cried, "Alas
"For my beautiful leaves of shining glass!
"Perhaps I have made another mistake
"In choosing a dress so easy to break.
"If the fairies only would hear me again
"I'd ask them for something both pretty and plain:
"It wouldn't cost much to grant my request,
"In leaves of green lettuce I'd like to be dressed!"
By this time the fairies were laughing, I know;
But they gave him his wish in a second; and so
With leaves of green lettuce, all tender and sweet,
The tree was arrayed, from his head to his feet.
"I knew it!" he cried, "I was sure I could find
"The sort of a suit that would be to my mind.
"There's none of the trees has a prettier dress,
"And none as attractive as I am, I guess."
But a goat, who was taking an afternoon walk,
By chance overheard the fir-tree's talk.
So he came up close for a nearer view;
"My salad!" he bleated, "I think so too!
"You're the most attractive kind of a tree,
"And I want your leaves for my five-o'clock tea."
So he ate them all without saying grace,
And walked away with a grin on his face;
While the little tree stood in the twilight dim,
With never a leaf on a single limb.

Then he sighed and groaned; but his voice was weak
He was so ashamed that he could not speak.
He knew at last that he had been a fool,
To think of breaking the forest rule,
And choosing a dress himself to please,
Because he envied the other trees.
But it couldn't be helped, it was now too late,
He must make up his mind to a leafless fate!
So he let himself sink in a slumber deep,
But he moaned and he tossed in his troubled sleep,
Till the morning touched him with joyful beam,
And he woke to find it was all a dream.
For there in his evergreen dress he stood,
A pointed fir in the midst of the wood!
His branches were sweet with the balsam smell,
His needles were green when the white snow fell.
And always contented and happy was he,
The very best kind of a Christmas tree.

December 18/19, 2008

December 18/19, 2008

B1 went to the charity basketball game.
B2 listened to/read, and answered questions about chapter 10 of The Giver. They used part of the period for a party.
B3 spent the period having a class party.

A1 went to the charity basketball game.
A2 held a class party.

Merry Christmas and a Glorious New Year!

Tuesday, December 16, 2008

December 16/17, 2008


December 16/17, 2008
Students spent some time studying the seventh grade suffixes.
All students who hadn't had an opportunity to present their book assessment presentations. (CD's)
We read chapter 9 in The Giver and answered questions in the packet for chapters 9-12.

Ms. Dorsey read The Cello of Mr. O to B2 and B3 and A1, and we talked about themes in that book.

Remember to study your prefixes and suffixes so you can get a perfect score on the test we'll take after you come back.

Turn in revisions for book assessments before you leave for Christmas.

The Cello of Mr. O and Theme

The Cello of Mr. O and Theme

Theme, Moral and Topic

Theme: the perception about life or human nature that the writer shares with the reader. It is usually not stated directly, but must be inferred.

A. For each of the following statements, place a "T" next to it if it is an acceptable theme statement for The Cello of Mr. O, and a "U" if the statement is unacceptable as a theme statement. (There can be more than one acceptable statement.)

_____1. Even when life is at its most difficult, there are always ways to find peace and happiness.

_____2. You should always listen to music when you feel sad about things.

_____3. Music has the power to make us feel more courageous and less afraid.

_____4. A man plays his cello for people in a war-torn town.

_____5. People who are committed to something can always find a way to make it happen, even in the most adverse or arduous circumstances.

Cutler, Jane. The Cello of Mr. O. Dutton Books, 1999.

Saturday, December 13, 2008

December 12/15, 2008

December 12/15, 2008
1. Students took a test on the 7th grade prefixes and suffixes. There will be a retake before the end of the term.

2. Students presented their Book-of-the-Month Assessments -- the "CD" theme project. Students who haven't presented should be ready to present next time.

Wednesday, December 10, 2008

The Giver, Questions for Chapter 7 and 8

Chapter 7 of The Giver
Write your answers legibly and in complete sentences.
Read through these before you read the chapter, and answer #1, #2, and either #3 or #4.
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 of The Giver
Write your answers legibly and in complete sentences.
Questions for chapter 8: Read through these before you read, and answer #1, #2, and then #3 or #4.
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?

December 10/11, 2008


December 10/11, 2008

Self-Starter: With your family unit, answer questions about chapters 7 and 8 of The Giver. Send the mother or father of your family unit to get one sheet for your family unit to fill out. If any family unit members were absent last time, catch them up on what is happening in the book.
(If you were absent, get a worksheet or copy it from this blog, and fill out the answers to the questions yourself.)

Book Assessment Presentations:
We had several of the presentations today (CD's). If you didn't present today, be ready for next time.

Don't forget to study for your test on Prefixes and Suffixes!

Monday, December 8, 2008

December 8/9, 2008

December 8/9, 2008
Attention: Your book-of-the-month club genre for third term may be historical or multicultural fiction, biography, autobiography, or literary nonfiction.

A Song for Theme -- Write in your composition book (about 1/2 page) about the song shown -- "Something for Nothing."
Word Sort for Suffixes -- Don't forget to study these for the upcoming test.
(By the way, I did find some information on whether to use -er or -or when spelling a word. There isn't an easy, simple rule, but there are some general guidelines._
Quiz on Topic and Theme
Example of the Book Assessment Project --
Remember that your CD projects are due next time.
Assign families
Reading The Giver, from page 50

For absent students --
Exercise 1: Word Sort for Suffixes:
Sort these words into three categories.
farmer
artist
doctor
lawyer
physicist
specialist
teacher
author
dancer
chemist
dictator
banker
butcher
podiatrist
educator
What part of speech are all of these words?

Exercise 2:
Sort these words into two categories:
Category 1: Words that have a suffix that means ____________
Category 2: Words that have a suffix that means ____________

hopeful
worthless
careless
careful
hopeless
useful
beautiful
useless
fearless
frightful

What part of speech are all the words in Exercise 2? _____________


Quiz on Topic or Theme

Topic or Theme
Identify the following as topic, theme, or neither.

_________________ 1. We can more easily forgive others when we realize what they must be feeling.
_________________ 2. Forgiveness
_________________ 3. Lily is angry at the boy on the playground who doesn’t follow the rules.
_________________ 4. How can we forgive people who offend us?
_________________ 5. Ron risks his life to help Harry when he plays in the chess game.
_________________ 6. Friendship
_________________ 7. True friends will go to great lengths to help a friend.
_________________ 8. Helping a friend
_________________ 9. It’s fun to play chess.
_________________ 10. It is often our differences that make us helpful to each other.


Read the song lyrics below, and
in your composition book write about 1/2 page about the whole song or about any part of it. Label this entry "Something for Nothing."

"Something For Nothing"
Rush -- Lyrics by Neil Peart

Waiting for the winds of change
To sweep the clouds away
Waiting for the rainbow's end
To cast its gold your way
Countless ways
You pass the days

Waiting for someone to call
And turn your world around
Looking for an answer to
The question you have found
Looking for
An open door

You don't get something for nothing
You don't get freedom for free
You won't get wise
With the sleep still in your eyes
No matter what your dreams might be

What you own is your own kingdom
What you do is your own glory
What you love is your own power
What you live is your own story

In your head is the answer
Let it guide you along
Let your heart be the anchor
And the beat of your own song

[ Rush Lyrics are found on www.songlyrics.com ]


Friday, December 5, 2008

Finding Songs and Lyrics to Match Themes

Finding Songs and Lyrics to Match Themes

I tried "googling" song lyrics, and found several sites where you can find the lyrics to many, many songs.
Also, I tried "googling" "songs about ______," putting the topic of theme in the blank. This worked to find songs about several themes. In fact, I found a song about personal responsibility to share with the students next class time. (Theme: Each individual needs to take responsibility for his or her own life.)

Something For Nothing -- Song Lyrics

Notice that this song could be used for several themes. For example, . . .
You can't always depend on others to take care of you.
You need to create your own life.
You don't get something for nothing.
Freedom isn't free.


Something For Nothing
Rush -- Lyrics by Neil Peart

Waiting for the winds of change
To sweep the clouds away
Waiting for the rainbow's end
To cast its gold your way
Countless ways
You pass the days

Waiting for someone to call
And turn your world around
Looking for an answer to
The question you have found
Looking for
An open door

You don't get something for nothing
You don't get freedom for free
You won't get wise
With the sleep still in your eyes
No matter what your dreams might be

What you own is your own kingdom
What you do is your own glory
What you love is your own power
What you live is your own story

In your head is the answer
Let it guide you along
Let your heart be the anchor
And the beat of your own song

[ Rush Lyrics are found on www.songlyrics.com ]

Advice for Student Writers

Advice for Student Writers from author James Howe, author of the Bunnicula series:

What advice would you give a student that wants to be a writer?
Two words: read . . . write. Reading is the best way to learn to write, but the way to get better and better as a writer, is to write, write, write. Write what matters to you, write what makes you laugh, write what makes you cry, write in order to get a reaction from the reader, write because you have to, and write because it is fun for you. -- James Howe

Binder and Composition Book

If you need to catch up on the binder and composition book assignments, here is what we've done so far:
English Binder So Far – Second Term as of 12-9-08

December 8/9 --
Topic or Theme Quiz
Word Sort
Prefix and Suffix Chart with Example Words

December 2/3 –
1. Types of Government
2. Giver Questions, Chapter 5-6

November 15/Dec. 1 –
3. Word Sorts, Exercise 1 and 2
4. Anticipation Guide for The Giver
5. Giver Questions, Chapter 3-4

November 21/24 –
6. Magical study guide
7. Yellow prefixes and suffixes chart

November 19/20
8. Word sort (half-page) for periods B1, B2, B3

Sentence Combining Worksheets:
9. Sentence Combining with Key Words
10. Sentence Combining with a Series of Words or Phrases
11. Sentence Combining with Compound Subjects and Verbs

12. Plot Map for The Smallest Dragon Boy with the back (Literary Elements) filled out.

13. Book-of-the-Month assignment
14. Book-of-the-Month approval
15. Reading Logs for theme that have been returned

16. Rough draft/Assignment for persuasive paper (Freedom or Security) (B-Day classes)


Composition Book Self-Starter Writing Assignments So Far – Second Term

November 5/6, 2008
Responding to Poetry -- Emotions and Ideas
Students responded to the poem "High Flight. " They read the poem, and in their composition books they a) wrote quickly for about two minutes about anything this poem brought to mind for them. b) borrowed one line from the poem and created a poem or continued to write their thoughts, focusing now on that one line.
November 7/10: Students wrote a response to a poem from their literature texts: "The Runaway."
a) Read the poem.
b) Write quickly for about two minutes or so about anything this poem brings to mind for you.
(In your composition book -- We're working from the back still.)
c) Borrow one line from the poem and create a poem or write about it, focusing on this line.
Students should write 1/3 to 1/2 page.
Notes for the poem: A stall is an enclosure within a stable where an animal is kept, and a bin is a container for storing food, especially oats.


November 19/20
Label it: "Perfect Society" (Write ½ page or more.)
If you could live in a perfect society, what would it be like? Who would be in charge? What rules would you add or get rid of? What else would you have or not have in your perfect society?


November 21/24 -- Self-Starter: In your composition book, working from the back, label the page: "Naming."
How did you get your name? Were you names after someone? How do you feel about your name? How important is a name? Are there any names you especially like? Write 1/3 - 1/2 page. (If you were absent, you could write this on lined paper to tape in your composition book.)

December 2/3: Ask for the blue sheet with the poem “Nothing In Heaven Functions As It Ought,” and follow the instructions on that sheet.

December 8/9 -- Read the song lyrics for "Something for Nothing." Write about 1/2 page about the whole song, or any part of it. Label it: "Something for Nothing."


Poems for Self-Starters:

High Flight

Oh! I have slipped the surly bonds of Earth
And danced the skies on laughter-silvered wings;
Sunward I've climbed, and joined the tumbling mirth
Of sun-split clouds, — and done a hundred things
You have not dreamed of — wheeled and soared and swung
High in the sunlit silence. Hov'ring there,
I've chased the shouting wind along, and flung
My eager craft through footless halls of air. . . .

Up, up the long, delirious burning blue
I've topped the wind-swept heights with easy grace
Where never lark, or ever eagle flew —
And, while with silent, lifting mind I've trod
The high untrespassed sanctity of space,
Put out my hand, and touched the face of God.

— John Gillespie Magee, Jr

Vocabulary Helps
surly: unfriendly or hostile

trod: to step or walk on, about, in, or along.

sanctity: holiness, a sacred thing


"The Runaway" by Robert Frost

Once when the snow of the year was beginning to fall,
We stopped by a mountain pasture to say 'Whose colt?'
A little Morgan had one forefoot on the wall,
The other curled at his breast. He dipped his head
And snorted at us. And then he had to bolt.
We heard the miniature thunder where he fled,
And we saw him, or thought we saw him, dim and grey,
Like a shadow against the curtain of falling flakes.
'I think the little fellow's afraid of the snow.
He isn't winter-broken. It isn't play
With the little fellow at all. He's running away.
I doubt if even his mother could tell him, "Sakes,
It's only weather". He'd think she didn't know !
Where is his mother? He can't be out alone.'
And now he comes again with a clatter of stone
And mounts the wall again with whited eyes
And all his tail that isn't hair up straight.
He shudders his coat as if to throw off flies.
'Whoever it is that leaves him out so late,
When other creatures have gone to stall and bin,
Ought to be told to come and take him in.'

"Something For Nothing"
Rush -- Lyrics by Neil Peart

Waiting for the winds of change
To sweep the clouds away
Waiting for the rainbow's end
To cast its gold your way
Countless ways
You pass the days

Waiting for someone to call
And turn your world around
Looking for an answer to
The question you have found
Looking for
An open door

You don't get something for nothing
You don't get freedom for free
You won't get wise
With the sleep still in your eyes
No matter what your dreams might be

What you own is your own kingdom
What you do is your own glory
What you love is your own power
What you live is your own story

In your head is the answer
Let it guide you along
Let your heart be the anchor
And the beat of your own song

[ Rush Lyrics are found on www.songlyrics.com ]


Thursday, December 4, 2008

Freedom or Security Essay

Freedom or Security Essay

Getting on MyAccess.
1. Click the compass icon in the dock.
2. On our school home page, look in the right column, and click on the second button from the bottom, or type in http://gomyaccess.com/myaccess/do/log.
3. Log in using your user name and password:

Username: firstnameSTUDENT#
Password: 999lastname

4. If your name shows, click on “YES, this information is CORRECT. I would like to CONTINUE.”
5. Above the chart, click on “Assignments.”
6. Go to the assignment topic, “Freedom or Security” and click on “Start.”
7. Begin typing your persuasive essay. Do not type your name or a title.
8. After you have typed, revised, and edited, click on “Submit Writing.”
9. Look over your scores and comments. Come back to the assignment page and click on “Start Revision” for the Freedom or Security” assignment.

Suggestions to score well on MyAccess:
 Write 750 to 800 words or more.
 Use words and phrases from the prompt in your introduction and conclusion.
 Write five or more paragraphs.
 Don’t neglect to revise and edit. You may revise as many times as you wish, but there will be a deadline to improve your grade.
To receive full points, get at least a score of 4 overall on your essay.
We have only today to type this in the computer lab, but you may continue to work on this from home.

 Use the rough draft you prepared in class. 

The Prompt:
Which is more important: freedom or security?
Decide which you feel is more important, freedom or security, create a thesis statement (main idea), and support that statement. Include at least three major reasons why either freedom or security is more important than the other. For each major reason include evidence, examples, quotes, or other supports.

As you write, remember your essay will be scored based on how well you:
 develop a multi-paragraph response to the assigned topic that clearly communicates your thesis to the audience.
 support your thesis with meaningful reasons and sufficient details.
address the readers' concerns, opposing viewpoints, or counterarguments.
 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.

Use any of the tools available to you, such as the Checklist, Spellchecker, or Graphic Organizer.

Write your essay to fit this format.
Name __________________________________________ Period _____ Date
Preparing a persuasive essay: Use what you already know about writing a persuasive essay. Here is a general outline. Add extra paper to this as needed, or write your rough draft on a separate sheet of paper.

1. Introduction – You may use a “hook” (something that will interest the reader). Include a thesis statement (the main idea of your whole essay). For this essay it will be something like “Freedom is more important than security,” or “Security is more important than freedom.” In this paragraph briefly tell your reader what the three reasons are that _________ is more important than ____________ . Just mention them here. You will explain and support each of these reasons in a paragraph.

2. First body paragraph – Give your first reason why _____ is more important than _____, and support that.
Use a transition word or phrase such as “First” or “One reason. . .,” or “To begin with. . .” to begin your paragraph.

3. Second body paragraph – Give your second reason why _____ is more important than _____, and support that. Begin with a transition word or phrase such as “Second” or “Another reason. . .,” or “In addition. . . . “

4. Third body paragraph – Give your third reason why _____ is more important than _____, and support that.
Begin with a transition word or phrase such as “Finally” or “A third reason. . .,” or “Also. . . ”

5. Write a conclusion that briefly restates your thesis/main idea and briefly summarizes the reasons you’ve given why that is true.

December 4/5, 2008

December 4/5, 2008
Remember that your Book-of-the-Month Club project/assessment is due on December 10/11.

You have a reading log due Thursday or Friday of this week. If you have not turned in all reading logs so far for this term, you should also have a reading log for next week.

Today we wrote a rough draft, then went to the computer lab to type up persuasive essays addressing either "Freedom is more important than security," or "Security is more important than freedom."

These may be revised as many times as you wish up until the end of the term, but I will be entering the grades on PowerSchool soon -- hopefully this weekend. See the post for "Freedom or Security Essay."

Topic or Theme -- Extra Credit Quiz

Topic or Theme -- Extra Credit Quiz Available only through December 2008.

Copy and print this quiz. Then answer the questions and bring it to me for up to 20 points of extra credit. See the post titled "Topic and Theme" from November 13 for some hints.

Identify the following as topic, theme, or neither.

_________________ 1. Greed

_________________ 2. Love is the strongest force in the world.

_________________ 3. Catching Monkeys

_________________ 4. In this book, the main character is a teenage girl who falls in love with a vampire.

_________________ 5. Often the best sort of friend is someone who is very different from you.

_________________ 6. Friendship

_________________ 7. Is freedom or security more important?

_________________ 8. Freedom or Security in The Giver

_________________ 9. Forgiveness is good for the one forgiving as well as for the one being forgiven.

_________________ 10. Kendra found out that hard work pays off.

Monday, December 1, 2008

December 2/3, 2008

December 2/3, 2008
Announcements:
Don't forget that your Book-of-the-Month Club project is due next week.
Don't forget to hand in a reading log for this week (including at least two days for last week).
Parent-Teacher Conferences will be this Thursday, December 4.
The PTSA Book Fair is this week. Here is information from the PTSA:
I am excited to let you know about the Buy-One-Get-One-Free Book Fair which is being held next week in the Media Center.
Because we have done so well at past book fairs, we have qualified to have an extra two cases of books sent with our fair. This means that the book fair will be bigger and better, with an even wider selection of books.
The book fair will be December 2-4, and will be open from 8 a.m. to 3:15 p.m. (Ms. Dorsey is assuming that it will also be open during the Parent-Teacher Conferences.


In Class Today:
1. Theme in a poem: "Nothing in Heaven Functions As It Ought" by X.J. Kennedy
and the suffix "ible/able" which turns words into adjectives, and means "capable of."
Also the suffix "-ion," "-tion" which means "act or state – action or process" and is added to the root which means "performance or execution (to do something)." Usually –ion changes a word to a noun, but in this poem it is functioning as a verb.

2. About forms of government. Which is more important -- freedom or safety?
PowerPoint and chart to fill out
We looked at major types of government: anarchy (not really a government, but an option), democracy, republic, communism, socialism, fascism, and monarchy.

3. The Giver -- Themes
Is one of Lois Lowry's themes in The Giver "Freedom is more important than security"?
Or is it "Security is more important than freedom"?

Other Themes in The Giver: Read chapters 5-6.
Communities can run more smoothly when the individual members are willing to give up their own desires.

4. Preview the book fair.

November 25/ December 1, 2008

November 25/ December 1, 2008

Students should hand in their book approvals.
Reading Logs will be due for November 24/25 along with the first week of December on December 5.
Hand in your sentence-revising packet if you haven't.
Notice that your Book-of-the-Month assignment is due next week (December 10/11).

Self-Starter: Students did a word sort. (If you were absent, ask me for one if there is not one for you in your class absent envelope.)

1. Anticipation Guide for The Giver. Students indicated whether they felt various activities should be controlled by government (society). (If you were absent, ask me for one if there is not one for you in your class absent envelope.)

2. We listened to/read along with chapters 3 and 4 in The Giver. (If you were absent, ask me for the questions for those chapters if there is not a copy for you in your class absent envelope.)

Time for jobs and time for Elders and Law and Justice to meet.

A1 and A2 need to finish chapter 4 and finish filling out the answers to the questions on Chapter 4.