8ELA- Cattes-6th Hr. Assignments

Follow directions on the handout to complete your App.

Fill out the task cards this week as our bell ringer activity. You will get a paper copy to write on. If working from home just do them on paper or a Google Doc.

Read the texts to determine which of the terms given BEST matches the picture?

Follow the directions on the slides to create your own Ode!

Open with Kami or any other pdf editor tool OR use regular lined paper to write out your brainstorming/ Ode sheets.

If for some reason this video is blocked just Google how to write an ode...it's just an extra. The pdf assignment should be all you really need.

Be ready to present your ode poem to the class Friday!

Follow the directions on the slides to create your own Six Word Memoir!

Directions: After watching Jason Reynold’s “For Every One” Students will write a personal narrative (multi-paragraph response) where they describe themselves as a place. Not a specific place, but all the things a “place” consists of. What’s the weather like? What’s the terrain? Is this a city or a suburb? A farm? A different planet? Are there lots of people there? What’s it smell like? Is it loud? Is there traffic? Street vendors and hustlers? You get the point. Turn the body and mind into an environment through your writing.
You can write your narrative as a story, song, poem. Be creative and have fun helping your reader understand YOU better. 
Be prepared to share your narrative with your peers Monday.

Coloma Junior High has won a grant that allows you to select a free book to read this summer.

Key Idea W.3 Determine the meaning of words using antonyms in context


When you encounter unfamiliar words, you can often use antonyms as context clues to help determine the words' meanings. Antonyms are words with opposite meanings.


Although the bank's employees thought that the currency looked real, the federal investigator easily determined that the bills were counterfeit.


Here, the antonym real can help you figure out that counterfeit means fake or forged.

Key Idea W.4 Use context to identify the meaning of a word

As you're reading, you can often figure out the meaning of an unknown word by looking at the words and phrases that surround it. The familiar words and phrases that help you determine the meaning of an unfamiliar word are called context clues.
Here are some examples of how context clues can be used to determine the meaning of unknown words:
Marta attempted to placate the angry customer by offering him a free cup of coffee.
From the sentence, you can guess that Marta's kind gesture was meant to calm the angry customer. The context helps you understand that placate means "to make someone less angry."
Avoid deleterious actions such as eating junk food and smoking.
The sentence tells you that eating junk food and smoking are examples of deleterious actions. You know that eating junk food and smoking are both harmful behaviors, which helps you understand that deleterious means "causing harm or damage."
Eric was extroverted, unlike his shy sister.
The sentence tells you that Eric is unlike his shy sister, so you can guess that extroverted means the opposite of shy. The context helps you understand that extroverted means "outgoing."

Paper copies will be provided in class to blackout. You may also use the information on the PDF to digitally blackout a poem.


Create 2 Blackout Poems 

Key Idea W.1
If you don't know the meaning of a word, you can look for context clues. Context clues are nearby words and phrases that help you figure out the meaning of an unknown word.


Here are some examples:
Maureen asked for expedited service for her passport so that she'd have it in time for her trip.
You can guess that expedited means "hurried or sped up."


Key Idea W.2
When you encounter unfamiliar words, you can use synonyms as context clues to help determine the words' meanings. Synonyms are words with the same, or nearly the same, meaning.


Jessica's buoyant personality is infectious. Whenever we spend time together, I end up in a cheerful mood, too.
Here, the synonym cheerful can help you figure out that buoyant also means happy or upbeat.

Read the story attached looking for examples of irony.


Follow the directions on the Comic Strip Assignment to demonstrate you're understanding of iron in O. Henry's Gitft of the Magi.

Irony is when the reality is the opposite of what we expect. The key here is "opposite," not just different.



Dramatic irony is when we have more information about the circumstances than a character.
Ex. When you know a trap has been set and watch someone walk into it.


Verbal irony is when someone says something, but means the opposite.
Ex. When you get an "F" on your term paper and say, "Wow, I did a really good job on my term paper!"


Situational irony is when we expect one thing but get the opposite.
Ex. When you buy a can of Coke but it has Pepsi inside.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

A preposition comes before a noun or pronoun (called the object of the preposition) and connects it to the rest of the sentence. A prepositional phrase is a phrase that begins with a preposition, ends with the object of the preposition, and includes all of the object's modifiers in between.


Steam rose steadily from the enormous geyser.The preposition from connects the object geyser to the rest of the sentence.
Jonah's article about Alaskan oil drilling was incredibly well written.The preposition about connects the object oil drilling to the rest of the sentence.

Remember that prepositions introduce nouns, pronouns, or noun phrases. They do not introduce infinitive phrases or adverbial clauses.
After the show, the dancers greeted their fans.Here, after is a preposition. It connects the object show to the rest of the sentence.
After the show ended, the dancers greeted their fans.Here, after is a conjunction. It introduces an adverbial clause.

Common prepositions include about, above, across, after, against, along, around, beside, between, by, down, during, for, from, in, inside, into, like, near, of, off, on, onto, out, outside, over, through, to, under, up, with, and without.
Some prepositions, like according to, across from, along with, in front of, in spite of, instead of, and far from, consist of more than one word.

Click "Start a new lesson" follow the arrows to the left and complete the tasks/watch the videos. Once you've completed the lesson/web quest SCREENSHOT showing you've completed. Attach the screenshot to this assignment and mark it complete.  

KEY IDEA-

A clause is a group of words that contains both a subject and a predicate.
A clause can function as a complete sentence or combine with other clauses to form compound or complex sentences.



Ex. Samantha grew up in a bilingual family, so she can speak two languages fluently.The clause has a subject (she) and a predicate (can speak two languages fluently).
The Hall of Records, which is found behind Mount Rushmore, contains copies of historical United States documents.The clause has a subject (which) and a predicate (is found behind Mount Rushmore).

A phrase is any group of words that function together in a sentence but lack a subject, a predicate, or both.


Ex. We washed the dishes in the sink after dinner.The phrase does not contain a subject.
The new physician at the hospital has been working long hours.The phrase does not contain a predicate.
Robert and Emily took detailed notes during the lecture on microbiology.The phrase contains neither a subject nor a predicate.


An independent clause is a complete thought that can stand alone as a sentence. 


A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripeThe clause can stand alone. It is independent.
after we pick up Kevin from workThe clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

As we read the play respond with complete thoughts/sentences on each of the Justice Journal slides.

Key Idea
The subject and the verb in a sentence or clause must agree in number.


When a subject is singular, use a singular verb. Singular verbs usually end in -s.
Sarah visits her grandmother.Brian teaches art history.

When a subject is plural, use a plural verb. Plural verbs usually do not end in -s.
Kyle and Jessie walk home.Those brownies smell delicious.

Subject-verb agreement is usually determined by the simple subject. Remember that the simple subject and the verb aren't always adjacent. (Next to each other)
The excitement of the fans is palpable.The violinists who performed the duet work together quite often.

Some sentences are inverted, meaning the subject follows the verb.
Original: Your blueberry pancakes are here.Inverted: Here are your blueberry pancakes.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

HH.5  Is the word an adjective or adverb?
An adjective is a word that describes or modifies a noun or a pronoun. Adjectives often tell what kind or how many.
The apples were delicious.The adjective tells what kind of apples they were.
An adverb is a word that describes or modifies a verb, an adjective, or another adverb. Adverbs often tell how, when, where, to what extent, or to what degree.
Grace ran really quickly.The adverb really tells how quickly Grace ran.
Most adverbs that tell how end in -ly, like the adverb quickly.
You can't always use -ly to tell whether a word is an adjective or an adverb, though.
She arrives soon.Soon is an adverb that doesn't end in -ly.
Fred has a friendly dog.Friendly is an adjective that ends in -ly.




HH.6 Form and use comparative and superlative adjectives

You can use adjectives to compare people, places, or things.
Comparative adjectives compare a thing or group to some other thing or group. They usually end in -er.
Superlative adjectives compare a thing or group of things to the larger group that it is part of. They usually end in -est.
For most one-syllable adjectives, and for two-syllable adjectives that end in -y, the comparative adjective ends in -er. The superlative adjective ends in -est.
Base
Comparative
Superlative
tall
taller
tallest
For most adjectives with more than one syllable, add more to make comparative adjectives. Add most to make superlative adjectives.
Base
Comparative
Superlative
intelligent
more intelligent
most intelligent

HH.3 Identify adverbs
An adverb is a word that describes or modifies a verb, adjective, or adverb. It tells you how, when, where, to what extent or to what degree.

Some adverbs tell you HOW. These adverbs usually end in -ly.
How well does she play the accordion?
She plays the accordion splendidly.

Some adverbs tell you WHEN.
When will he perform?
He will perform soon.

Some adverbs tell you WHERE.
Where did she go?
She went downstairs.

Some adverbs tell you TO WHAT EXTENT OR DEGREE.
To what extent or degree is he reasonable?
He is not reasonable.

HH.4 Choose between adjectives and adverbs
An adjective is a word that describes or modifies a noun or a pronoun. Adjectives often tell WHAT KIND or HOW MANY.
The apples were DELICIOUS.
The adjective tells what kind of apples they were.

An adverb is a word that describes or modifies a verb, an adjective, or another adverb. Adverbs often tell HOW, WHEN, WHERE, TO WHAT EXTENT, OR TO WHAT DEGREE.

Grace ran REALLY quickly.
The adverb REALLY tells how quickly Grace ran.

Most adverbs that tell how end in -LY, like the adverb quickly.
You can't always use -LY to tell whether a word is an adjective or an adverb, though.
She arrives soon.

SOON is an adverb that doesn't end in -LY.

Fred has a FRIENDLY dog.

Friendly is an adjective that ends in -LY.

HH.1 Identify adjectives

KEY IDEA-
An adjective is a word that describes or modifies a noun or a pronoun.
The faded brown belt hung over the back of the chair.

Ex. Robbie carried several books to the attic.

The words this, that, those, and these are adjectives when they modify a noun or pronoun. They are called demonstrative adjectives.
No, I haven't seen that documentary.

Ex. These photos are from our trip to Tahiti.

An adjective can appear before or after the word it modifies.

Ex. Nell planted the fragile seedlings tenderly. The seedlings were fragile.

Adjectives that come after the word they describe are usually connected by a linking verb, like to be, to seem, to appear, or to look.
Ex. He seemed eager for the mail to arrive.

HH.2 Order adjectives

KEY IDEA
Adjectives are words that tell you about a noun. Often, more than one adjective is used to describe the same noun.
She gave me long red silk roses.

The adjectives long, red, and silk all describe the noun roses.

When more than one adjective is used, the adjectives usually go in a certain order. This table shows that order.
Article Opinion Size Shape Age Color Origin Material Purpose or Qualifier Noun
the flat red brick wall
an old Italian race car
a nice little camping stove
A purpose or qualifier is often considered part of the noun. When you put a purpose or qualifier with a noun, the result is similar to a compound word.
race car camping stove

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Research your choosen set of 2 rights and create a slide for each stating what they are along with your own personal explanation why that right is important for all humans to have. Give any historical context for when/where those rights might not have been allowed before. Add a photo to help demonstrate or symbolize that right. Use color/background/font to make your slide look pleasing to the eye.

Work on “ Most Important Things Students Should Learn in School .”

During World War II, Nazi Germany undertook the imprisonment and summary execution of many of its own citizens, and citizens of the nations they occupied. One of the groups that came under assault was the European Jewish population. More than six million Jewish people were killed in a systematized genocide. Five million more people died in the same time frame as a result of Nazi persecution. In addition to the Jews, Roma people, homosexuals, political dissidents, Polish people, Slavic people, black people, and many other perceived enemies were imprisoned and killed by the regime.

Pick 1 of the 9 following terms to research and teach yours peers about tomorrow.

Answer the questions-
What is it? How did it apply to the Holocaust? When did it happen? Who was involved? What can be learn about toleranced in studying this?

Judeo-Bolshevism
Jewish Mundfunk
Chelmno
Auschwitz-Birkenau
Wannsee Conference
Operation Barbarossa
Einsatzgruppen
Hans Frank
T4 Program

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Starburst Identity Chart: Use a Starburst Identity Chart to help visualize the difference between factors that you feel make up your identities (arrows pointing out from the center) versus labels that others place on them (arrows pointing into the center). Because we may agree with some ways that the outside world views us and disagree with others, there may be some overlapping ideas between the two sets of arrows.

An example Starburst Identity Chart is attached below.
You can make your own on any paper/ a doc/ (if working from home) or the sheet given out in class. A blank is attached for you to view.

Follow directions on the slides to complete with your independent reading book.

Follow the directions on attached slides.

Familarize yourself with the terms, then watch the videos and match the testimonials to which part of the pyramid they are giving an example for.

Use Your One-Pager Choice Board (Getting Started + 4 Choices) to put together your One Pager!

After reading, The Giver, you will be completing your own one-pager to show your understanding and analysis of the text.
While you MUST complete the requirements from the first box, “Get Started,” you are also expected to choose FOUR other boxes and include those activities in your final one-pager.
When you are working on your one-pager, you should utilize the corresponding brainstorm sections and explanations on the following pages to ensure you create high-quality work.
The rubric has been included for you on page 13, so the expectations are very clearly laid out for you.

Tolerate: allow the existence, occurrence, or practice of (something that one does not necessarily like or agree with) without interference.

Intolerance: unwillingness to accept views, beliefs, or behavior that differ from one's own.


After thinking about this idea for a few minutes, write a short response to share your thoughts as we start this unit together with your peers.

Please take a moment to complete for yearbook!

1. Only 2-4 people per group.
2. Only one computer per group
3. You can use more than one tab in your browser to solve clues
4. Keep your answers to clues in your group only
5. Record all your answers on the Unlock Worksheet
6. Use the menu bar to move between clues
7. Report errors or technology glitches to your teacher
8. Work together as a team
9. Be awesome to your group members.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

C.1 Identify author's purpose
KEY IDEA
An author's purpose is what he or she hopes to accomplish with a given text. You can determine an author's purpose by looking at the types of words, phrases, and sentences that an author chooses to include.
When authors write to persuade, they often state their arguments or positions directly and provide evidence to support those positions. They may state their positions with words like should, must, best, or worst, and they may include a call to action, such as Contact your local representative today!
When authors write to inform, they often provide facts, definitions, examples, and details about the history of a topic.
When authors write to explain, they often break down a concept or process into smaller parts or steps.
When authors write to describe, they often use sensory details to tell what something looks like, sounds like, or feels like.

How to Use Your One-Pager Choice Board:

After reading, The Giver, you will be completing your own one-pager to show your understanding and analysis of the text.
While you MUST complete the requirements from the first box, “Get Started,” you are also expected to choose FOUR other boxes and include those activities in your final one-pager.
When you are working on your one-pager, you should utilize the corresponding brainstorm sections and explanation on the following pages to ensure you create high-quality work.
The rubric has been included for you on page 13, so the expectations are very clearly laid out for you.

Tomorrow you will also have access to the actual One-Pager Template in a separate file.

B.1 Match the quotations with their themes
A THEME is a key message or lesson communicated in a story, poem, or play. A single work of literature might have a number of themes, and different parts of the story will highlight different themes.

Usually, works of literature don't openly state their themes. But you can often identify themes by looking at important moments in the text, including dialogue, action, and observations made by the narrator.

For example, look at this quotation from an important moment in Tuck Everlasting:
She was afraid to go away alone. It was one thing to talk about being by yourself, doing important things, but quite another when the opportunity arose.
—Natalie Babbitt, Tuck Everlasting. © 1975

To find the theme, analyze the quotation. What does it suggest about the character's values? What life lessons could be taken from the quotation? Use questions like these to make an inference, or an educated guess:
The character thought leaving home would be easy when she didn't actually have to do it.
Finally, apply the inference to the wider world to find a theme:
It's easier to imagine doing brave things than it is to actually do them.

B.2 Determine the themes of short stories
A THEME is a key message or lesson communicated in a story, poem, or play.
Usually, works of literature don't openly state their themes. To find the theme or lesson of a story, look at the main events, the characters, and the characters' goals. Use these story elements to MAKE INFERENCES, or educated guesses. Why did the characters act the way they did? How did they grow or change?
Then, think about how your inferences apply to the wider world. The story might suggest an observation about people in general. Or, it might give a lesson you can use in your own life. These ideas and morals are themes of the story. When you identify a theme or lesson, you should be able to support it with details from the story.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Type your 2nd draft of your essay on the attached sheet.

Read the attached short story & complete the attached mini quiz. YOU CAN REFER BACK TO THE TEXT WHILE TAKING THE QUIZ.

PP. Capitalization
1 Correct capitalization errors
KEY IDEAS
Capitalize the names of people and pets.
Laura Sparky

Capitalize a title of respect if it is used with a name or as a name. Do not capitalize a title of respect if it is used as a common noun.
President Nixon Dr. Chen
a president the doctor

Capitalize the title of a family member if it is used with a name or as a name. Do not capitalize the title of a family member if it is used as a common noun.
Mommy Uncle Dave
my mother an uncle

Capitalize initials.
J. K. Rowling U.S. DVD FBI

Capitalize the names of months, days of the week, and holidays, including words like Day and Eve.
January Monday New Year's Eve

Capitalize the names of historical events, periods, and documents.
Battle of Bunker Hill Renaissance Magna Carta

Capitalize languages, religions, nationalities, and proper adjectives.
Arabic Hinduism Canadian Italian food

Capitalize the names of places:
Cities, states, countries, and other political divisions
London North Dakota Madison County Mexico

Capitalize Places built by people, such as buildings, bridges, streets, and monuments
Linden High School Golden Gate Bridge The Washington Monument

Capitalize Geographical features, such as bodies of water, mountains, deserts, forests, and continents
Nile River Gobi Desert Antarctica

Capitalize a direction word (north, south, east, west) if it is used as the name of a particular region. Do not capitalize a direction word if it is not used as the name of a region.
the Southwest the North
driving southwest the northern horizon

Do not capitalize a word like the or of, unless it is the first word of the sentence.
the Declaration of Independence the Soviet Union

2 Capitalizing titles
KEY IDEA
In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach

These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Plot maps for The Giver should be completed in detailed paragraph format. Turn paper copies in to Mrs. Cattes at the start of class Friday, February, 26th.

We have worked on these in class since Tuesday.

I.1- Compare illustrations of literary and historical subjects
There are many ways to illustrate a person, place, event, or story. Artists make choices about the colors, composition (the way something is arranged), and details they show in their images.
When you compare two images depicting the same subject, think about how the artists' choices highlight different ideas or feelings.

I.2 - Read graphic organizers
There are many ways to illustrate a person, place, event, or story. Artists make choices about the colors, composition (the way something is arranged), and details they show in their images.
When you compare two images depicting the same subject, think about how the artists' choices highlight different ideas or feelings.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Wed.
4- Wed
3- Thurs.
2- Thurs.
1- Fri.
Repeat for following week. Review for completion and quality. Submit when completed.

Follow directions on slides

R.Greek and Latin roots

1

Use Greek and Latin roots as clues to the meanings of words

2

Use words as clues to the meanings of Greek and Latin roots

3

Determine the meanings of Greek and Latin roots

4

Determine the meanings of words with Greek and Latin roots



Minimun Smart Goal of 90.

Complete the daily ELA Skills Practice. 1 per day over the week.
1- Mon.
2- Tues.
3- Wed.
4- Thurs.
5- Fri.
Review for completion and quality. Submit when completed.

Complete the daily ELA Skills Practice. 1 per day over the week.
1- Mon.
2- Tues.
3- Wed.
4- Thurs.
5- Fri.
Review for completion and quality. Submit when completed.

H. Comparing texts
1 Compare information from two texts
2 Compare two texts with different genres

Minimun Smart Goal of 90.

Use complete sentences and specific evidence from the text to show your thinking.

Smart Score Goal of Min. 90 to count for credit.

A main idea is the most important idea or claim that a text communicates. The details in a text support, prove, or illustrate the main idea.

Choose which of your peers Utopia's you would be most willing to join.

Work on “Convivence me to join your Utopia. .”
Remember the definition
Utopia: a place of ideal perfection especially in laws, government, and social conditions

This March, you'll be given a book of your choosing.
Use the website provided to find a book you'd like to own.

Please select a 1st, 2nd, + 3rd choice (in case your 1st choice is out of stock)

The book must cost $5.86 or less.

Use the internet to find a MLK quote. Drop it on our class JamBoard linked below (As a stickynote, textbox or upload a saved photo) and add what you think it means to you or how it can apply to the world today. No duplicate quotes.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Repeat for following week. Review for completion and quality. Submit when completed.

Below are the required elements that need to be addressed in your presentations. Go through and self-score your group to help see if you are missing any elements before presenting.

Create your own Utopian Community with visual to present to class.

Work on “Dear 2020/21, .”

Follow the directions on the attached slides to complete your one word projects.

Work on “It all started when/free write.”

Class code: popular ocean 44

Do 4 per day.

Use Canva to design an Instagram Story highlighting a social activist OR social issue

1.Pick a topic- only one person per topic. Sign up on the Jamboard when you choose.

2. Research- make a copy of the attached research doc
What is the cause/mission of the group you chose
Finding at least one spokesperson for the cause.
Find at least 3 sources that give you factual information.

3. Build-After researching use Canva to build an Instagram story poster to help teach the class about the social activism topic you picked. https://www.canva.com/instagram-stories/templates/

4. Present- You will stand to introduce your topic and play your Instagram story for the class.
_________

Complete the corresponding packet pages for each chapter read.
11/17 Day 1- Read Ch. 1-2
11/18 Day 2- Read Ch. 3
11/19 Day 3- Read Ch. 4
11/20 Day 4- Read Ch. 5
11/23 Day 5- Read Ch. 6
11/30 Day 6- Read Ch. 7-8
12/1 Day 7- Read Ch. 9-10
12/7 Day 8- Read Ch. 11
12/8 Day 9- Read Ch. 12
12/9 Day 10- Read Ch. 13
12/10 Day 11- Read Ch. 14
12/11 Day 12- Read Ch. 15- Epilouge

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

D. Text structure
1 Compare and contrast in informational texts
2 Match causes and effects in informational texts
3 Match problems with their solutions
4 Identify text structures
After taking the notes below. Complete the practice on IXL. Smart Score of at least 90 is the goal. Screenshot your score and attach it to this assignment when you are done.

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

For each statement - move the slider to the part that agrees with your feelings.
Define the term if asked. Explain your choice in the box.

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

Make changes to the excerpt to shift the point of view.
Type your “new” passage below.
Highlight or bold your changes.
Explain how your new point of view impacts the text.

Write a complete response:
-Choose either: “Monkey’s Paw” by W.W. Jacobs, “The Tell-Tale Heart” by Edgard Allan Poe OR “Sleepy Hollow” by Washington Irving.
-Using the 5 elements of horror stories, explain how your selected tale meets the elements of a horror story.

5 Elements of Horror Stories
1.Explore ‘wicked’ characters, deeds, or phenomena.
2. Arouse feelings of fear, shock, or disgust as well as the sense of the uncanny – things are not what they seem. There is a heightened sense of the unknown and/or mysterious.
3. Are intense Horror books convey intense emotion, mood, tone, and environments. Together, these produce a sense of ominous possibility.
4. Contain scary and/or shocking plot twists, cliff hangers and story reveals
5. Strong tone - use adjectives + language that suggests dread, horror, and the eerie/unsettling haunting.

Response Writing Directions-
1. Make a clear and logical claim to prove the story your chose fits the Horror genre- HIGHLIGHT YOUR CLAIM in PURPLE
2. Use at least 2 quotes and SPECIFIC details to prove it. -HIGHLIGHT THE QUOTES YOU USED TO PROVE YOUR CLAIM IN YELLOW.
3. Cite any/all sources (Author’s Last Name, Page #) Example (Poe 2) HIGHLIGHT IN YELLOW
4. Do your very best with capitalization, spelling, punctuation.
5. After submitting your response on Google Classroom add a private comment on where you feel you should score using the rubric above. (3 is proficient)

If doing from home screenshot when you've unlocked /Escaped the room and attach to this assignment for Mrs. Cattes to see.

How to solve the clues…
• There is a “lock” icon in the digital escape room that opens to a
Google Form. No copy is necessary. Your students can submit
their answers directly in the form.
• Correct answers will be accepted. Wrong answers are
prompted “OOPS, TRY AGAIN.”
• Locks should be solved in order.
• Encourage students to work on each lock together. Discourage
dividing up the locks amongst the group. **Allow one device per
group.**
• The videos are not VR formatted. But, looks great in the VR
headset. If the video is filmed from a “point of view” The VR
headset will give the feeling of being in the setting.
The 360° view of the digital escape room has a VR option using
mobile. In the corner there is a icon. Click it and the view
will change. As your students move the tablet or phone device
so will the 360° view. It’s really cool!
• Additional materials -The main page of the digital escape room
provides a link to Google Earth and any pertinent information
to decipher codes

If doing from home screenshot when you've unlocked /Escaped the room and attach to this assignment for Mrs. Cattes to see.

How to solve the clues…
• There is a “lock” icon in the digital escape room that opens to a
Google Form. No copy is necessary. Your students can submit
their answers directly in the form.
• Correct answers will be accepted. Wrong answers are
prompted “OOPS, TRY AGAIN.”
• Locks should be solved in order.
• Encourage students to work on each lock together. Discourage
dividing up the locks amongst the group. **Allow one device per
group.**
• The videos are not VR formatted. But, looks great in the VR
headset. If the video is filmed from a “point of view” The VR
headset will give the feeling of being in the setting.
The 360° view of the digital escape room has a VR option using
mobile. In the corner there is a icon. Click it and the view
will change. As your students move the tablet or phone device
so will the 360° view. It’s really cool!
• Additional materials -The main page of the digital escape room
provides a link to Google Earth and any pertinent information
to decipher codes

We will work on this over the next few days. Due complted by end of the day Monday.

**Wed Work- 11/4- #1-10 and 20 min in to story. Bottom of 3rd paragraph of p. 13

1. Read "The Legend of Sleepy Hollow" by Washington Irving
2. Respond in complete sentences (TTQA) to the attached reading comprehension questions to demonstrate your understanding of the text. Use evidence from the text to support your thinking. ( Use Blue text to show your responses.)

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

Follow along with this short version of TLOSH and then complete the online quiz linked below. Take a screenshot of your results and attach to this assignment.

You will: Justify the reasons a main idea or theme is the most important in the book and support it with textual evidence.

Write a complete response:
Choose the most important theme from “Tell Tale Heart” and defend your choice with specific evidence from the text.

Make a clear and logical claim
Use quotes and SPECIFIC details to prove it.
Cite any/all sources
Do your very best with capitalization, spelling, punctuation.

Add a theme statement you found in TTH to our Jamboard.

The theme is the message the artist is trying to say about the subject. Themes should be written in a complete sentence.

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbox and complete the questions/tasks directly on that day's slide.

Use IXL to complete C.3 Compare passages for tone.

If doing from home screenshot when you've unlocked /Escaped the room and attach to this assignment for Mrs. Cattes to see.

How to solve the clues…
• There is a “lock” icon in the digital escape room that opens to a
Google Form. No copy is necessary. Your students can submit
their answers directly in the form.
• Correct answers will be accepted. Wrong answers are
prompted “OOPS, TRY AGAIN.”
• Locks should be solved in order.
• Encourage students to work on each lock together. Discourage
dividing up the locks amongst the group. **Allow one device per
group.**
• The videos are not VR formatted. But, looks great in the VR
headset. If the video is filmed from a “point of view” The VR
headset will give the feeling of being in the setting.
The 360° view of the digital escape room has a VR option using
mobile. In the corner there is a icon. Click it and the view
will change. As your students move the tablet or phone device
so will the 360° view. It’s really cool!
• Additional materials -The main page of the digital escape room
provides a link to Google Earth and any pertinent information
to decipher codes

Write a complete response:
Use the excerpt from “Tell Tale Heart” and rewrite it to improve meaning and tone

1. Make changes to the excerpt to improve the mood and tone.
2.Type your “new” passage below.
3.Highlight or bold your changes.
****4.Leave a comment on your assignment with what score you think you should get and why according to the rubric. I won't score yours unless you've done this final step.

Write a complete response:
Using the excerpt above from “Tell Tale Heart,” please rewrite it from any third-person point of view.

1. Make changes to the excerpt to change Point of View.
2. Type your “new” passage below.
3. Highlight or bold your changes.
****4.Leave a comment on your assignment with what score you think you should get and why according to the rubric. I won't score yours unless you've done this final step.

Using our class jambaord. Post a quote where you found the narrator to be unreliable. Add your changed version to make the narrator more reliable. Use proper spelling and punctuation to show your 2 quotes.

Attached below is the Text.

Watch 3 of your peers' Theme videos. Leave a comment for each video with your peer feedback.
Include 1 thing they could improve (content/ presentation)
1thing you think they did well.

Link to FlipGrid- Theme Videos attached below. Sign in with Google.

1.Add the POV notes to your Digital Notebook in the Skills Notes Tab. (Photo of slide attached)

2.Reread - Tell Tale Heart to determine the POV and highlight lines of text/words that allow you to figure out the POV. Leave a sticky note on our class JamBoard with what POV and 1 line of text evidence. You can't use the same line as someone else.

3.Ask- What do we learn about the Narrator by his words?

Complete the attcahed Reading Strategies notes worksheet. The Black Cat by Edgar Allan Poe is a short story that is a study of the psychology of guilt and of our capacity for evil. This story is paired with a Poe favorites: The Raven & The Tell-Tale Heart.

You can choose how to read
1. Video w audio & text attached (use headphones/earbuds or read text w video)
2. Pfd of full text attached

Complete the attcahed Questions #1 -12 Using Complete sentences and evidence from the text to support your thinking.

Work on “Topic Sentences/Claims, Evidence and Reasoning.”

Refer to the example we completed in class (orange photo)
Read the Tell Tale Heart on your own and complete the attached Reading Straegy Notes assignment.
You can insert a photo or draw an image in the VRI Box when doing this assignment digitally.

Use the attached slides to complete the task for each day.
Directions for what to do on each day are at the top of the slides.
Add a textbook and complete the questions/tasks directly on that days slide.

After writing your scrpit and practicing it, record your videos using the link below.

Click on the link below to start the game

Work on “Phrases and Clauses.”

You will: Critique the effectiveness of the words and phrases in a text, proposing alternatives to improve the effect on meaning and tone.

Write a complete response:
Using the excerpt above from Monkey’s Paw, rewrite it to improve meaning and tone.

Use the attached slides to complete the task for each day.
Then add them to your digital notebook for that day.

Directions for what to do on each day are at the top of the slides.

Complete the google form Quiz to show that you understand email etiquette based on the 20 tips.

Directions: Use the template email and the rubric on the first slide to compse an email following one of the scenarios attached on second slide. Complete the rubric before submitting. Create a textbook and use X's to show you have completed each item on the rubric.

In the Bellringer section of your Digital ELA Notebook-

9/16- What is your favorite book/ reading material?
Why do you like it?
(Paragraph response can include image to support)

Have them identify the errors to refresh their memories
about what you discussed on Day 1.

Fill out the evaluation page with stars and specific reasons for your rating.

Complete the attached task cards. Record emails on slide 1. Work with shoulder partner if in class.

1. Send an email to any teacher with a made up/real question or concern. Save as a draft (or send if a real concern)
2. Watch video linked below- How does this relate to you?
3. Go over Email Etiquette 101 Presentation- taking notes in your ELA Digital Notebook under skills practice tab
4. Complete the Email Etiquette Practice Pages attached-you can type your responses on in a different color ink. Turn in these pages when complete. Finish as HW if not done in class.

Due Friday 9/11

This is your notebook for the year.

9/11- “When I was a boy and I would see scary things in the news, my mother would say to me. ‘Look for the helpers. You will always find people who are helping.” -Mr. Rodgers

What can you/everyday people do to be a helper in a bad situation? (Paragraph response)

Respond with your choice in a complete sentence with an explanation of why.

Be sure to use capitals, end punctuation and reread your submission before turning in.
Only responses done completely will earn points.