1. www.dictionary.com
2. www.audioenglish.net
Wednesday, October 29, 2008
Saturday, October 25, 2008
Vocab Lesson 9
Here is one of your first assignments for Second Term: a vocab lesson! Remember, your first Reading Record of second term is also due. Start Second Term out right!
1. You’re - you are. Part of speech: contraction.
2. Your
3. Devastate - verb meaning to destroy, to overwhelm
4. Irrelevant - adjective - not applicable, having no connection to the real issue. For example, if I asked what a noun was, and someone said, "I like pizza," their comment would be irrelevant. Their comment doesn't have anything to do with my question: it's not connected to the real issue.
5. Delicate
6. Attribute - can be used as a verb, but I want the NOUN definition: a quality or characteristic. Example: One of her strongest attributes is kindness.
7. Compromise
8. Lurk
9. Component - noun - a part of something. Example: A major component of a car is its engine.
10. Modify - verb - to change, to alter, to make different.
Thursday, October 23, 2008
Monday, October 13, 2008
Movie Permission Slip
YOU NEED TO HAVE THIS PERMISSION SLIP SIGNED BY A PARENT/GUARDIAN IN ORDER TO WATCH THE MOVIE. HAND THIS IN AS SOON AS POSSIBLE.
Dear Parent/Guardian:
In class, we are finishing reading the novel The Giver. In order to compare and contrast a similar situation as what is happening in The Giver, we will be watching The Truman Show (1998) in class. This movie is rated PG for thematic elements and mild language; your student needs your permission to view the movie. I have recently reviewed this movie, and I feel that it is an excellent contrast and comparison to The Giver and gives us much to talk about concerning utopia versus dystopia, truth, memories, etc.
I give permission for my student (PRINT student name) ______________________________ to watch the film The Truman Show in Mrs. Merrill’s English class.
Parent/Guardian Signature ______________________________________
Date ___________________
__
l__l Check this box IF YOU DO NOT want you student watching this movie. An alternative assignment will be provided for your student while the movie is being watched.
Dear Parent/Guardian:
In class, we are finishing reading the novel The Giver. In order to compare and contrast a similar situation as what is happening in The Giver, we will be watching The Truman Show (1998) in class. This movie is rated PG for thematic elements and mild language; your student needs your permission to view the movie. I have recently reviewed this movie, and I feel that it is an excellent contrast and comparison to The Giver and gives us much to talk about concerning utopia versus dystopia, truth, memories, etc.
I give permission for my student (PRINT student name) ______________________________ to watch the film The Truman Show in Mrs. Merrill’s English class.
Parent/Guardian Signature ______________________________________
Date ___________________
__
l__l Check this box IF YOU DO NOT want you student watching this movie. An alternative assignment will be provided for your student while the movie is being watched.
Saturday, October 11, 2008
Reading Party
A days: Tues. 14
B days: Mon. 13
On the days above, we won't be doing any GUM sentences (which I know you are heartbroken about), we will only be listening to The Giver. We will hopefully finish it! You can bring food (it'd be great if you brought food for your classmates too). You can bring pillows and blankets too (just as long as you keep reading). NO PAJAMAS! (I asked if we could and it goes against the dress code.) We WILL be handing in assignments due that day though (Lesson 8, Reading Record, and for A days rough draft).
B days: Mon. 13
On the days above, we won't be doing any GUM sentences (which I know you are heartbroken about), we will only be listening to The Giver. We will hopefully finish it! You can bring food (it'd be great if you brought food for your classmates too). You can bring pillows and blankets too (just as long as you keep reading). NO PAJAMAS! (I asked if we could and it goes against the dress code.) We WILL be handing in assignments due that day though (Lesson 8, Reading Record, and for A days rough draft).
Thursday, October 9, 2008
Memoir Project
B days: Your rough draft (half the paper) is due Wed. 15
Final draft due: Fri. 24
Extra credit if you turn it in early!
A days: Rough draft due: Tues. 14
Final draft due: Thurs. 23
Extra credit if you turn it in early!
Memoir Project
In The Giver, Jonas is starting to realize how important memories are to his life and to his community. Jonas and the Giver say, “It’s just that . . . without the memories it’s all meaningless” and “memories need to be shared.” We have talked about these ideas in class. In an effort to not be like the members of the community who “know nothing,” you will be writing down some of your memories.
A memoir is a type of autobiography – the writer writes about his/her own life. Memoirs are usually shorter than an autobiography; it captures highlights or meaningful moments in the author’s past and usually includes some sort of reflection. Memoirs are usually more emotional rather than fact driven; they capture particular scenes. (http://inkspell.homestead.com/memoir.html)
Here is a list of things you need to DO and HAND IN:
1. Make a list of 5 good memories you have and 5 bad memories you have. Most of you have already done this in class. You might want to add to the list.
2. Choose one good memory. This memory should be one that you love. This memory should be one that you never want to forget, one that you always want to keep.
3. Choose one bad memory. This memory will probably be painful. This memory may have had a huge impact on your life.
4. Follow the instructions for writing a memoir.
5. Complete a rough draft. Edit for mistakes. Treat every sentence like a GUM sentence. Hand in only one memory for your rough draft.
Rough draft DUE: ____________________
6. Complete a finished draft.
Finished draft AND all of the above DUE: ___________
Extra credit if you hand it in early (finished draft).
HOW TO WRITE YOUR MEMOIR:
1. Choose what memory you are going to write about.
2. Decide who you are to (audience) and why you are writing (purpose).
3. Write down your memory as if you were explaining it to someone. Write down the events in a clear sequence (make sure it has a beginning, middle, and end) in chronological order.
4. Your memoir should show your reflection of the event. It should convey a theme or idea. It should demonstrate emotion.
5. Use description to make your memoir interesting. Use sensory details (how did it look? Smell? Taste? Sound? What did it feel like?). Use dialogue (a quotation). When we describe things well, we create imagery, and the reader is able to visualize the situation.
6. Read over your memoir and edit it checking for any mistakes.
HOW TO EDIT:
1. Read over your writing slowly, one sentence, one word at a time. Treat it like a long GUM assignment – you need to check for Grammar, Usage, and Mechanics. Questions you want to ask yourself include:
• Is everything spelled correctly?
• Do I use commas properly?
• Do I have correct capitalization and punctuation?
• Does it make sense?
• Is each sentence a complete sentence?
• Does my story have a clear beginning, middle, and end?
• Do I have both short sentences and long sentences?
After your two memories:
You need to reflect on your memories and how they relate to The Giver. This needs to be at least 10 sentences long. Are memories important? Why do memories need to be shared? Why is it important to have both good and bad memories? How do your memories, how does this assignment, relate to Jonas, the community, and The Giver? How are your memories similar to The Giver? How are they different? What are your feelings about memories? You need to support your thoughts with specific facts from The Giver.
Format requirements:
This project needs to be typed, double-spaced, and have Times New Roman font, 12 point font, standard margins.
Each memory should be one page long. Your entire project should be about 2 ½ to 3 pages long.
This should have a cover page with: your name, the date, your class period, and a title you give to the project.
RUBRIC:
Total:
List of memories (5 good, 5 bad) /5
Rough draft attached with corrections /10
Final draft: 1 good memory
(description, quotation, emotion, sensory details, chronological, does it make sense?) /15
Final draft: 1 bad memory
(description, quotation, emotion, sensory details, chronological, does it make sense?) /15
Reflection on The Giver /15
GUM (grammar, usage, mechanics) /5
Presentation /5
Format (including title) /5
Total: /75
THIS IS WORTH 75 POINTS!!! IT CANNOT BE TURNED IN LATE FOR ANY REASON!!!
Final draft due: Fri. 24
Extra credit if you turn it in early!
A days: Rough draft due: Tues. 14
Final draft due: Thurs. 23
Extra credit if you turn it in early!
Memoir Project
In The Giver, Jonas is starting to realize how important memories are to his life and to his community. Jonas and the Giver say, “It’s just that . . . without the memories it’s all meaningless” and “memories need to be shared.” We have talked about these ideas in class. In an effort to not be like the members of the community who “know nothing,” you will be writing down some of your memories.
A memoir is a type of autobiography – the writer writes about his/her own life. Memoirs are usually shorter than an autobiography; it captures highlights or meaningful moments in the author’s past and usually includes some sort of reflection. Memoirs are usually more emotional rather than fact driven; they capture particular scenes. (http://inkspell.homestead.com/memoir.html)
Here is a list of things you need to DO and HAND IN:
1. Make a list of 5 good memories you have and 5 bad memories you have. Most of you have already done this in class. You might want to add to the list.
2. Choose one good memory. This memory should be one that you love. This memory should be one that you never want to forget, one that you always want to keep.
3. Choose one bad memory. This memory will probably be painful. This memory may have had a huge impact on your life.
4. Follow the instructions for writing a memoir.
5. Complete a rough draft. Edit for mistakes. Treat every sentence like a GUM sentence. Hand in only one memory for your rough draft.
Rough draft DUE: ____________________
6. Complete a finished draft.
Finished draft AND all of the above DUE: ___________
Extra credit if you hand it in early (finished draft).
HOW TO WRITE YOUR MEMOIR:
1. Choose what memory you are going to write about.
2. Decide who you are to (audience) and why you are writing (purpose).
3. Write down your memory as if you were explaining it to someone. Write down the events in a clear sequence (make sure it has a beginning, middle, and end) in chronological order.
4. Your memoir should show your reflection of the event. It should convey a theme or idea. It should demonstrate emotion.
5. Use description to make your memoir interesting. Use sensory details (how did it look? Smell? Taste? Sound? What did it feel like?). Use dialogue (a quotation). When we describe things well, we create imagery, and the reader is able to visualize the situation.
6. Read over your memoir and edit it checking for any mistakes.
HOW TO EDIT:
1. Read over your writing slowly, one sentence, one word at a time. Treat it like a long GUM assignment – you need to check for Grammar, Usage, and Mechanics. Questions you want to ask yourself include:
• Is everything spelled correctly?
• Do I use commas properly?
• Do I have correct capitalization and punctuation?
• Does it make sense?
• Is each sentence a complete sentence?
• Does my story have a clear beginning, middle, and end?
• Do I have both short sentences and long sentences?
After your two memories:
You need to reflect on your memories and how they relate to The Giver. This needs to be at least 10 sentences long. Are memories important? Why do memories need to be shared? Why is it important to have both good and bad memories? How do your memories, how does this assignment, relate to Jonas, the community, and The Giver? How are your memories similar to The Giver? How are they different? What are your feelings about memories? You need to support your thoughts with specific facts from The Giver.
Format requirements:
This project needs to be typed, double-spaced, and have Times New Roman font, 12 point font, standard margins.
Each memory should be one page long. Your entire project should be about 2 ½ to 3 pages long.
This should have a cover page with: your name, the date, your class period, and a title you give to the project.
RUBRIC:
Total:
List of memories (5 good, 5 bad) /5
Rough draft attached with corrections /10
Final draft: 1 good memory
(description, quotation, emotion, sensory details, chronological, does it make sense?) /15
Final draft: 1 bad memory
(description, quotation, emotion, sensory details, chronological, does it make sense?) /15
Reflection on The Giver /15
GUM (grammar, usage, mechanics) /5
Presentation /5
Format (including title) /5
Total: /75
THIS IS WORTH 75 POINTS!!! IT CANNOT BE TURNED IN LATE FOR ANY REASON!!!
Vocab Lesson 8
-desert
-dessert (remember, dessert deserves to "s"' because you want double dessert)
-permanent
-tedious - an adjective meaning long and tiresome; boring and dull repetition
-bleak - adjective - without hope, bare, desolate
-monitor
-aspire - verb
-inherit
-intimidate
-prior
-dessert (remember, dessert deserves to "s"' because you want double dessert)
-permanent
-tedious - an adjective meaning long and tiresome; boring and dull repetition
-bleak - adjective - without hope, bare, desolate
-monitor
-aspire - verb
-inherit
-intimidate
-prior
Monday, October 6, 2008
If you were gone on Thursday or Friday . . .
In class, we talked about choices we have in our lives. The students responded to one of these quotes. You need to choose one quote and respond to it. Do you agree? Do you disagree? Why or why not? Does this quote affect you in any way? Does it inspire you? Any other thoughts or comments?
“It is our choices that show what we truly are, far more than our abilities.”
Joanne Kathleen Rowling
“To live is to choose. But to choose well, you must know who you are and what you stand for, where you want to go, and why you want to get there.”
Kofi Annan
“In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility.”
Eleanor Roosevelt
“It is our choices that show what we truly are, far more than our abilities.”
Joanne Kathleen Rowling
“To live is to choose. But to choose well, you must know who you are and what you stand for, where you want to go, and why you want to get there.”
Kofi Annan
“In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility.”
Eleanor Roosevelt
Vocab 1
These words weren't on the blog, so I thought I'd put them up.
-serene
-appropriate
-satisfaction
-complicated
-vital
-apprehensive
-sleek
-capacity
-anxious
-adequate
-serene
-appropriate
-satisfaction
-complicated
-vital
-apprehensive
-sleek
-capacity
-anxious
-adequate
Saturday, October 4, 2008
Memorization Strategy
When studying for your vocab test, don't forget to use the strategy we learned to memorize things. (You are not required to use this -- only if it helps you). For example, if we were going to memorize the words: television, stapler, ice, farm, and equator, we would make a weird phrase using the first letters of each word. Possible examples could be:
-FISET (farm, ice, stapler, equator, television)
-IF SET (ice, farm, stapler, equator, television)
-EFI ST
-SIF TE
We won't be making up phrases as a class anymore, so be sure to make a phrase that you will remember. You still need to study a lot so you remember what words go with what letters.
-FISET (farm, ice, stapler, equator, television)
-IF SET (ice, farm, stapler, equator, television)
-EFI ST
-SIF TE
We won't be making up phrases as a class anymore, so be sure to make a phrase that you will remember. You still need to study a lot so you remember what words go with what letters.
Vocab 7
-authority - noun - the power or right to give orders and make decisions, someone who has control over others
-precise - exact
-vulnerable - open to attack or wounds
-impartial - unbiased, neutral, without favorites
-maintain - verb - to keep in a certain state, position, or activity
-realize
-confront
-brake - used as a noun to mean a device that slows down a vehicle, or used as a verb meaning to cause to stop by braking
-break - this has lots of different meanings: a rest from something, to separate something into pieces, etc.
-estimate - a noun meaning a guess, an approximate calculation; a verb meaning to judge, to guess.
-precise - exact
-vulnerable - open to attack or wounds
-impartial - unbiased, neutral, without favorites
-maintain - verb - to keep in a certain state, position, or activity
-realize
-confront
-brake - used as a noun to mean a device that slows down a vehicle, or used as a verb meaning to cause to stop by braking
-break - this has lots of different meanings: a rest from something, to separate something into pieces, etc.
-estimate - a noun meaning a guess, an approximate calculation; a verb meaning to judge, to guess.
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