LaVilla 8th Grade Language Arts
A place to post updates about the eighth grade language arts classes at LaVilla. Look here for assignments, contests, pictures, links, and recaps of what we've been doing in class.
Friday, February 10, 2017
Where are we?
We've been using lots of other platforms to share information like the grade portal and Nearpod. If you are looking for one of those lessons, please check the portal or email your teacher!
Thursday, November 3, 2016
We're beginning Fahrenheit 451--and homework too!.
For the first reading assignment (due Monday, November 7th and Tuesday, November 8th for Jackson's and Schoof's classes), please make notes on the first nine pages or until you read the words: "He wore his happiness like a mask and
the girl had run off across the lawn with the mask and there was no way of going to
knock on her door and ask for it back" (bottom of page 9 in the book we are reading; middle of page 5 in the pdf version.).
You will need your own copy of the book so you can take notes at home. We have copies to use in class if you forget it.
If you lose your copy but desperately need to read for your assigned pages at home, click here: http://kisi.deu.edu.tr/murat.goc/451.pdf. The page numbers won't match the ones in class but you can still get the work done. (There are also typos; buy the book!)
For assignment #1 (1-9), stop at the words "...there was no way of going to knock on her door and ask for it back."
For assignment #2 (due 11/9 & 11/10), stop at the words " laughs, very softly" (page 25 in our copy).
For assignment #3 (due 11/14 & 11/15), stop at page 38 at the words "You've gone right by the corner where we turn for the firehouse."
You can purchase the e-book or paperback on Amazon.com. If you buy the Kindle version, you can even choose to add the audio to it for a few more dollars. The public library will also have copies of the audio and print versions of the book. If you are struggling to do the reading on your own, we recommend the audio version to go with your print version. Some people are finding this audio helpful--and better than the other free versions: https://www.youtube.com/watch?v=C8R77CBebkY.
ALL six signposts are found in the first nine (9) pages so please find at least one example of each. There are also MANY literary techniques so track a few of those as well. These notes will be the basis of discussions but also be helpful on quizzes and assessments.
You will need your own copy of the book so you can take notes at home. We have copies to use in class if you forget it.
If you lose your copy but desperately need to read for your assigned pages at home, click here: http://kisi.deu.edu.tr/murat.goc/451.pdf. The page numbers won't match the ones in class but you can still get the work done. (There are also typos; buy the book!)
For assignment #1 (1-9), stop at the words "...there was no way of going to knock on her door and ask for it back."
For assignment #2 (due 11/9 & 11/10), stop at the words " laughs, very softly" (page 25 in our copy).
For assignment #3 (due 11/14 & 11/15), stop at page 38 at the words "You've gone right by the corner where we turn for the firehouse."
You can purchase the e-book or paperback on Amazon.com. If you buy the Kindle version, you can even choose to add the audio to it for a few more dollars. The public library will also have copies of the audio and print versions of the book. If you are struggling to do the reading on your own, we recommend the audio version to go with your print version. Some people are finding this audio helpful--and better than the other free versions: https://www.youtube.com/watch?v=C8R77CBebkY.
ALL six signposts are found in the first nine (9) pages so please find at least one example of each. There are also MANY literary techniques so track a few of those as well. These notes will be the basis of discussions but also be helpful on quizzes and assessments.
No more Windowpanes….
BUT
You must take notes to prepare for your discussion and to do well on quizzes. You should track signposts and answer the anchor questions. You will be asked to summarize your reading in class. You must bring your book and notes every day.
3 options:
•Annotate in the margins
•Use sticky notes
•Use your comp book (2-column notes, mind map, etc.)
Example:
Note that you do more than identify the signposts but also answer the anchor questions. Here's the bookmark to remind you:
Example:
Our
reading routine:
Cold
read in class (some students may need to finish this at home)
Close
read at home and take notes on the signposts like we have been doing in class.
Short
quiz at the start of class (basic
comprehension
check)
Small
group discussion
Whole
group check-in
Grades
Short
quizzes to check comprehension (Notes checked as needed for grade recovery to to verify reading.)
Group
evaluations
Section
Assessment (there are three sections) – quiz, writing, recorded conversation,
etc.
Friday, October 14, 2016
Kaleidoscope with Memory Moments and Tough Questions
Here's a link to the story we read today in class: Kaleidoscope. Absent? You do need to read it before you return. Click this link--Kaleidoscope audio--if you want to hear the audio version. (Be sure to read along though....)
Here were the two new signposts:
We used a new format for taking notes. After you have a chance to re-read and add to your notes, there will be a short quiz.
Here were the two new signposts:
We used a new format for taking notes. After you have a chance to re-read and add to your notes, there will be a short quiz.
Monday, September 19, 2016
First Batch of Word Roots: QUIZ October 4th and 5th
Knowing the meaning of a
root, prefix, or suffix can help you figure out the meaning of an
unfamiliar word. So, we've been exploring roots and new words. Now that
we have 19 roots/prefixes/suffixes added to our four column notes, it's
time to study them.
Don't forget to add FOLI meaning leaf or sheet and all the words from our lesson on FOLI.
To fill in your chart, copy the roots and their definitions. Then, brainstorm as many words as possible (at least 4 per root) that fit that meaning. For example, if the root is CRED. Here's how you fill that in.
You do this process for each word. The sheet is designed to be folded so that you can hide the definitions and examples while you quiz yourself. We'll have a roots quiz on 10/4 for A day and 10/5 for B day.
If you are missing any
of the roots, see the picture above to add what you are missing. Extra
copies of the form are available in the handout bin (in class) or on the portal.
Don't forget to add FOLI meaning leaf or sheet and all the words from our lesson on FOLI.
To fill in your chart, copy the roots and their definitions. Then, brainstorm as many words as possible (at least 4 per root) that fit that meaning. For example, if the root is CRED. Here's how you fill that in.
You do this process for each word. The sheet is designed to be folded so that you can hide the definitions and examples while you quiz yourself. We'll have a roots quiz on 10/4 for A day and 10/5 for B day.
Friday, August 19, 2016
Your life story.....in six words.
In class, we took on the Smith magazine challenge of writing our life story in six words. You were asked to come up with your six words and then write a paragraph explaining how these six words explained your life story. If you didn't finish during class, the memoir and paragraph are due next period.
More examples and tips:
1.Describe your personality.
--Tiny person, big voice, big heart.
--Playful, loving, always smiling, learning
everyday.
--I can’t keep my own secrets.
2.
Write a
first-person past-tense sentence about what you always do. Omit the “I” in the sentence, if needed.
--I always get bored in
museums.
--Eight years old, combed hair
twice.
--I was never alone after all.
--Planned life. Told God.
He laughed. -Mrs. Ottley-Fisher
3.
I used to be _______, but now _____________. Then, condense it to six words.
--Once Wild, Beautiful Child, Now
Mild. -Ms. Heather Amerson
4. Symbols, objects, and metaphors that represent you.
--Major, minor, dissonance? Back to root.
-Mr. Gianneschi
5. You can mix & match the types….
--Gray roots…raised three teenage girls!
–Mrs. Jennings
On
your own paper, write your final version of your Six Word Memoir. Add a paragraph to explain how it fits your
life.
Here’s the format to organize
your paragraph:
Point--How does this memoir fit your
life? What does it mean?
Explain a stylistic choice you made—word
choice, structure, tone, repetition, etc.
How does this choice fit the content of your life story?
Evidence—Tell about a specific life
experience or habit to show how your memoir reflects who you are. You may need more than one example for a
complete paragraph that helps us get to know you.
Link—How might this life story make
sense for your future? Will this always be your life story or will it
change?
Your explanation will be
graded. Your
explanation should be clear, specific, and thorough. We should get to know you better through your
memoir and through your paragraph.
Spelling and mechanics count so proofread carefully.
Thursday, June 9, 2016
Wednesday, May 25, 2016
Where I'm From Poems
These are the purple flowers mentioned in Mrs. Jackson's poem. |
If you are working on the poem at home, here is the rubric:
The
poem touches readers’ emotions, and stirs fresh insights, makes us see what
is unique about you.
|
The
poem shows creativity in the use of language including the use of metaphor
and simile. The poem creates sharp new
images (imagery).
|
The
poem is inspired by the model poem. (Evidence: Uses the line “I am from…” and “From….” as the framework for the images.) It
has a shift that clearly reveals an important image. Changes to the format after the shift are
purposeful and effective. It follows the guidelines for poem length
(20-40), number of stanzas (4-7), and appropriate line breaks. (It should not look like a paragraph).
|
The
poem is formatted neatly, (if typed use black Times New Roman size 12),
single-spaced with an extra space between stanzas. Careful proofreading for spelling, typos,
and other errors is evident.
|
In class, we offered students several tips based on having read hundreds of versions of Where I'm From poems. Be sure to take these to heart as you write.
- Avoid the “from-____to“ pattern.
Ex: I'm from the figs in the yard to the kumquats on the bush.
This makes it sound like you have reached your destination, and makes the poem sound done too soon.
- Avoid the "I AM" pattern.
- Avoid being too literal.
- Avoid the words “that” and “which” These make your details sound over-explained. Try taking it out and making the line make sense without it.
- Plan for a shift. How will you change up your last stanza to reveal your meaning?
Where
I’m From
by Christianne Blumberg
I am from the neighborhood of my dad’s own childhood,
From the duck pond, cracked sidewalks, and a snake-filled creek.
I’m from towering oak trees,
swaying giants providing shade from the brutal sun.
I’m from imagination,
a loud, disorganized friend that I’ve always known.
From bagel bites, lemonade sales, and The Tiger Club.
Red roller racers, my little ponies, skip bo, and boom boxes.
I’m from made-up music videos, forts under the dining room table,
and annual live nativity scenes.
I am from Perkin’s lot,
home to slimy earthworms, a decrepit dock,
a make-believe baseball diamond, and a gritty rock wall.
I’m from Momma’s chocolate pies, boiled peanuts, and fried okra.
From Daddy’s cheeseball on Christmas Day.
I’m from Aunt Teeny’s gumdrops, Sissy’s Coca-Cola,
Johnny’s doughburgers, and Osteen’s shrimp.
From a birthday party filled with salty popcorn and pickles.
I am from the strong smell of Chlorine,
the crack of a bat,
the flash of a camera,
and the squishy tumbling mat.
I’m from “Sleeping Booty” and holding books upside down.
From Wee Sing and Raffi,
during long car rides over the bridge.
From library cards glued into the back every book in the house,
an intricate check-out system,
charging a dime per hour for overdue fines.
I am from Led Zeppelin, the Rolling Stones, and Dylan.
From “watch me” dancing in the den
(my fist as the microphone, a milk crate as my stage, my parents as my
audience).
From tenor saxophones, piano keys, oboes, and boys who played drums.
I am from “play louder” and being happy with second chair.
I am still from the neighborhood of my dad’s childhood,
The neighborhood of my past, present, and future.
Sidewalks that still have stories to tell,
Oak trees that still have protection to provide,
Memories that still have yet to be made by those who follow.
Where I'm From by Morgan Jackson
I’m
from Far-Mor
and Far-Far,
Clyde, and Manuel
From
opening
all the presents
From
Swedish meatballs
and Swedish fish.
From
go carts, trampolines, metal mailboxes,
and
a Georgia accent that’s too heavy to carry home.
I’m
from Mallory, Donald, Cherry, Willowbranch,
and
Oak, where I put down my roots.
I’m
from trapped tadpoles and freed frogs.
I’m
from magenta azaleas, and sulfur water sprinklers.
From
figs in the yard,
the
outside sueded
and brown, the inside pink and slimy,
(I
never ate them).
I’m
from the tart, fuzzy violet-striped flowers in my yard
(I
ate them all the time).
I’m
from “You’ll spoil your dinner” and “go play outside.”
I’m
from curls and ponytail-poppers
From
hair rolled into buns like princess Leia
From
grape bubble gum and Flintstones vitamins
I’m
from Annie, Francesca, and
Henrietta,
the Wild Woman of Borneo.
I’m
from my front steps, bricked and mossy
From
the city bus and the rusted floor of the VW
From
waiting
alone.
But I awoke each morning under a pink dotted
canopy,
A
ballerina music box spinning on my nightstand.
I
can still hear my mother’s voice:
“Morgan,
wake up. It’s the seven o’clock whistle.”
I’m
from that sound,
A
low, sweet sound like a train pulling the day behind it;
A
sound I thought she created
just
for me.
Where I'm From by Natalie Schoof
I am from antique furniture and shells,
spiny, shiny treasures from the
shore
finding a home
in our house.
I am from forts in the woods,
marshy, dense, mysterious.
From spring azaleas of pink, purple and white,
the giant magnolia tree with blooms
opening slowly, like phases of the
moon.
I’m from Selmer saxophones and #3 ½
Vandoren reeds.
From Sounds good! and Mark
time hut! And
jazzy lead-ins of a
one,
and a
two,
and a
three
and a
four…
I’m from our family’s collection of
cats,
orange stripes and spotted calico
softness,
wiry whiskers,
love and loss.
I am from early morning fishing
trips on the lazy green Gulf,
and day trips to springs,
waving eel grasses of the Ichetucknee
framing mermaid moves.
I’m from our family’s porch,
a stage that hosted this Solid Gold
dancer,
this Phantom and Les Mis singer
this Charlie Parker wannabe.
I’m from Stevie and Carl:
a platform from which I was
encouraged to dive headlong
into any stream –
any dream I wished.
Monday, May 23, 2016
Poem Brainstorm
Today, we started brainstorming for the poem each student will write in ELA. If you were absent due to showcase, or just want to do more brainstorming, here are the slides that we used to generate our content for the poem. More about the poem in a later post!
We’ll
start by trying to remember….
•
Do all writing in your
composition book. Title this: Brainstorm poetry.
•
For each slide, choose one of the
topics presented. Write as much as you
can with as much detail as possible for each memory.
•
No talking! (We will share between slides and memories.)
•
The more details you capture here, the
easier it will be to write your poem.
•
Don’t stop writing. If this memory leads you to another, more
vivid memory, then GO with that.
Describe the foods you ate on special occasions.
(Can be specific like something your mom always said
or nicknames you had)
TV shows, movies, music, and books from your
childhood.
Describe pets you owned.
•
A special picture you remember
•
Your favorite toy
•
Your Holiday traditions
•
What you remember about a
classroom or a place of worship
•
Ordinary items around your house
•
Big events that you vividly
remember—weddings, birthdays…
•
Early experiences with your arts
area
•
Your childhood lunches
•
Your typical summer day
•
An “Aha moment” you had as a kid
We’ll
start by trying to remember….
•
Do all writing in your
composition book. Title this: Brainstorm poetry.
•
For each slide, choose one of the
topics presented. Write as much as you
can with as much detail as possible for each memory.
•
No talking! (We will share between slides and memories.)
•
The more details you capture here, the
easier it will be to write your poem.
•
Don’t stop writing. If this memory leads you to another, more
vivid memory, then GO with that.
1. Describe the items on your nightstand or dresser.
OR
Describe the foods you ate on special occasions.
Let’s keep going:
2. Describe your backyard or Plants in your house or other nature experiences.
OR
Describe your favorite hiding place or a place you put important keepsakes. the one that inspires
3. Describe things people always said to you.
(Can be specific like something your mom always said
or nicknames you had)
OR
Describe what your family looks like when they go out together.
4. Describe
TV shows, movies, music, and books from your
childhood.
OR
Describe pets you owned.
5. Try as many of these memories as possible:memories that come to mind.
•
A special picture you remember
•
Your favorite toy
•
Your Holiday traditions
•
What you remember about a
classroom or a place of worship
•
Ordinary items around your house
•
Big events that you vividly
remember—weddings, birthdays…
•
Early experiences with your arts
area
•
Your childhood lunches
•
Your typical summer day
•
An “Aha moment” you had as a kid
Next class, we'll take all the memories and distill them into a format that creates a beautiful poem.
Tuesday, May 17, 2016
Upcoming Tests and Quizzes: Poetry and Roots!
POETRY TEST
Students have just finished becoming "experts" on certain poems and then teaching poems to their "home" groups. The full copies of the poem can be found here: POEMS ON TEST. After each expert has taught, groups will review together and the teacher will schedule the test.
Make sure you also know how to do a TPCASTT annotation on your own.
Students have just finished becoming "experts" on certain poems and then teaching poems to their "home" groups. The full copies of the poem can be found here: POEMS ON TEST. After each expert has taught, groups will review together and the teacher will schedule the test.
Make sure you also know how to do a TPCASTT annotation on your own.
TPCASTT:
Poem Annotation
title,
paraphrase, connotation, attitude, shift(s), title revisited, and theme
|
Title--What do
you think this poem will be about?
|
Paraphrase--What is happening in the poem, literally? Put it in your own words. Also, list any
words that you don’t know.
|
Connotation—Words can have meaning beyond the literal. Look for
the literary devices and explain what they mean.
*allusion
*imagery,
*figurative
language
--simile,
--metaphor,
--personification,
--symbolism
*word
choice and syntax (arrangement of words & phrases)
*sound
devices
--alliteration,
--onomatopoeia,
--rhythm,
--rhyme.
|
Attitude— Who is the
speaker? What is the speaker’s attitude toward the subject? How do you know?
|
Shift—A shift
indicates a change in the poem, and often reveals what’s most important. Where is the shift in the poem? What does it reveal? Look for key words
(but, yet, however, although), change in structure
of stanzas, time change, punctuation, or format.
|
Title revisited--Now look
at the title again. Does the title
have any new significance now?
Explain.
|
Theme--What is
the lesson or message of the poem?
(One sentence) What does this
poem teach you about life?
|
ROOTS QUIZ
We have also started working on our last batch of roots. The ROOTS quiz will be on May 26th and 27th. Students can get the roots by clicking here--ROOTS BATCH 4--or accessing the assignment in the portal.Monday, April 4, 2016
Douglas Anderson Writing Contest for Middle Schoolers
Douglas Anderson's
Middle School Writing Contest
Submit to our Middle School Writing
Contest!
· Any
middle school student in grades 6 – 8
may submit
· The
following genres are accepted—fiction
and poetry
· Submitted
works will be eligible to win a $50
first-place prize
· Submissions
will be accepted through April 21st
· The
contest winner will be honored at Douglas
Anderson’s Spring Reading on Wednesday, April 27th
Submissions
can be sent via email to melansont@duvalschools.org
We
look forward to reading your pieces!
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