Welcome Students, Parents, and Guests!
* * * * * Extra Credit Opportunity for Third Quarter * * * * *
-Go to http://compasslearningodyssey.broward.k12.fl.us Setting up your workstation:
-Before you begin, select System Requirements from the login screen
-Turn up the volume (This program has audio)
-Verify that your computer meets the minimum requirements listed
- Select Check System from the next screen
-If a red x appears after the system check, follow the link to download that particular plug-in
Students will login using their I.D. number; this number is also the password
-Leave the “School” field at the default ODYSSEY. Do not change this option.
-Click Language Arts icon to work on reading/language arts skills
* * * * * * * * * * * READING LOG INFORMATION * * * * * * * * * * *
---------BEGIN READING LOG "J" on MONDAY, January 18. Log "J" will be collected Tuesday, February 2.
PLEASE SEE EXPLANATIONS FOR ALL CODES AT THE BOTTOM OF MS. MINER'S SECTION.
REMEMBER, ALL STUDENTS MUST READ A MINIMUM OF 20 MINUTES FIVE NIGHTS PER WEEK. EACH ENTRY ON THE READING LOG MUST HAVE AN INDIVIDUAL PARENT SIGNATURE. YOU WILL FIND PRINTABLE READING LOG FORMS AT Falcon Cove�s Home Reading Log webpage:
http://teacherweb.com/FL/FalconCoveMiddleSchool/ReadingCove/
Below you will find this week's schedule for language arts.
PERIOD 1
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Monday, 1/25
--Review internal and external conflicts in "Thank You, M'am"
--Reading log
Tuesday, 1/26
--Watch "Thank You, M'am" video; compare/contrast short story & video
--Identify cause & effect relationships in the story
--Reading log
Wednesday, 1/27
--Review in preparation for quiz on "Thank You, M'am"
--Review vocabulary for "Thank You, M'am"
1. frail-31
2. suede-32
3. presentable-32
4. mistrust-32
5. barren-33
6. internal conflict-29 -noun
7. external conflict-29 -noun
8. central conflict-29 -noun
--Reading log
Thursday, 1/28
--Quiz - "Thank You, M'am"
--Read “The History of Chocolate” beginning on page 549 in the Language of Literature textbook. Then answer the following questions on your own paper.
1. Read this sentence/phrase from the article.
…in order to fortify them in marches and in battle.
What does “fortify” mean?
2. Write a new title for the article?
3. Write a summary for the article?
4. What is the main idea of this article?
5. What was the author’s purpose in writing this article?
6. What was similar about the Aztec and Mayan use of chocolate?
7. What was similar about the outcome of Daniel Peter and Joseph Fry & Son’s work?
8. What causes chocolate to become foamy?
9. What was the effect of Conrad Van Houten’s work?
10. Why was chocolate associated with peace?
11. What will people who read this article learn?
12. What steps are needed to create the chocolate bar?
13. How is cocoa converted into chocolate?
14. What is the best evidence that chocolate developed over a long period of time?
15. What is the greatest benefit of chocolate?
16. List all information in the article supports the author’s statement that chocolate came to be enjoyed by people all over the world?
Friday, 1/28
--Review "The History of Chocolate"
--Read "from the Autobiography of Malcolm X"
--Answer the following questions related to the selection on page pp. 632-635
1. Compare Malcolm's method of self-education with the traditional classroom method. List five pros (positive aspectst) and five cons (negative aspects).
2. Explain why Malcolm X changed his life while in prison while other people do not.
3. What was the author's purpose (Malcolm's purpose) for writing this selection?
4. What do you think the theme, or message of the selection is?
--Reading log
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PERIODS 2,4,5,6
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MANDATORY LITERARY FAIR PROJECT IS DUE ON 2/11/2010!
SEE CATEGORY REQUIREMENTS AT THE END OF THIS SECTION.
Monday, 1/25
--Review internal and external conflicts in "Thank You, M'am"
--Watch video of "Thank You, M'am", compare/contrast video and story
--Reading log
--Literary fair project
Tuesday, 1/26
--Identify cause & effect relationships in the story
--Review vocabulary for "Thank You, M'am", define DIALECT and SLANG, review internal and external conflicts in preparation for tomorrow's quiz
--Review vocabulary for "Thank You, M'am"
1. frail-31
2. suede-32
3. presentable-32
4. mistrust-32
5. barren-33
6. internal conflict-29 -noun
7. external conflict-29 -noun
8. central conflict-29 -noun
--Reading log
--Lit. fair project
Wednesday, 1/27
--Quiz -- "Thank You, M'am"
--Read "The History of Chocolate" and answer reading comprehension questions
--Reading log
--Lit. fair project
Thursday, 1/28
--Review "The History of Chocolate" and answers to comprehension questions
--Reading log
--Lit. fair project
Friday, 1/28
--Read "from the Autobiography of Malcolm X" & answer reading comprehension questions
--Answer the following questions related to the selection on page pp. 632-635
1. Compare Malcolm's method of self-education with the traditional classroom method. List five pros (positive aspectst) and five cons (negative aspects).
2. Explain why Malcolm X changed his life while in prison while other people do not.
3. What was the author's purpose (Malcolm's purpose) for writing this selection?
4. What do you think the theme, or message of the selection is?
--Reading log
--Lit. fair project
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HAVE A NICE WEEKEND! :)
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LITERARY FAIR CATEGORIES
*Children’s Book - Definition - An illustrated story, suitable for younger children, grades 3-5. May be original or the retelling of a familiar story. Do not use patented characters (i.e., Donald Duck) or computer-generated pictures.
Specifications:
Written and illustrated by one student or two students working cooperatively
Maximum length - 10 pages (cover not included)
Editorial - Definition - An article that contains a statement of the topic, strong thesis statement that may or may not rebut the other point of view, addresses a current issue, persuasive techniques, and contains personal opinion.
Specifications:
Written by one student
Minimum length – 250 words
Maximum length – 500 words
Typing required – 12 font, Times New Roman (column/newspaper format)on 8 1/2 x 11 inch paper
Fable - Definition - Narration intended to enforce a useful truth, especially one in which animals or inanimate objects speak and act like human beings. Unlike a folktale, it has a moral that is woven into the story and often explicitly formulated at the end.
Specifications:
Written by one student
Minimum length – 500 words
Maximum length – 1000 words
Typing required – 12 font, Times New Roman (double-spaced) on 8 1/2 x 11 inch paper
*Literary Newspaper - Definition - A fictional newspaper based on a literary work, which is studied in the curriculum. It can contain all the sections of a regular newspaper: news stories, features, editorials, letters to the editor, retail ads, classified ads, political cartoon, and comic strip.
Specifications:
May be written by one student or two students working cooperatively
Graphics or illustrations included as part of the entry
May be larger than 8 1/2 x 11 inch, but no larger than 11x14 (legal size)
All work must be original
Myth - Definition - A legendary narrative that presents part of the beliefs of a people or explains a practice, belief, or natural phenomenon. May be original or the retelling of an original myth.
Specifications:
Written by one student
Minimum length – 500 words
Maximum length – 1000 words
Typing required – 12 font, Times New Roman (double-spaced) on 8 1/2 x 11 inch paper
One-Act Play - Definition - A composition, in prose or poetry, usually intended to be acted upon a stage, presenting, a story by means of characters speaking or acting.
Specifications:
May be written by one
Include stage direction and follow the written format of a play
Maximum length – One-Act Play-10 pages
Typing required – 12 font, Times New Roman (double-spaced) on 8 1/2 x 11 inch paper
Personal Narrative - Definition - A true account of an experience or event that is personally significant to the writer. The first person account may include elements of suspense and action, vivid description and dialogue. It should express feelings of how the experience affected the writer or taught the writer something of importance.
Specifications:
Written by one student
Minimum length – 500 words
Maximum length – 1000 words
Typing required – 12 font, Times New Roman (double-spaced) on 8 1/2 x 11 inch paper
Short Story - Definition - A brief prose narrative that usually can be read in one sitting. Includes one conflict, a simple plot, characterization, one setting, one point of view, one theme, and a specific literary style.
Specifications:
Written by one student
Minimum length – 500 words
Maximum length – 1500 words
Typing required–12 font, Times New Roman (double-spaced) on 8 1/2 x 11 inch paper
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HOME READING LOG CODES
A -- How does the setting impact the overall plot of the story? Discuss how the main character's surroundings play a part in how the character acts in the story.
B -- How does the title of the story relate to the characters and overally plot? Explain.
C - Identify the main story conflict as one of the following: Character Vs. Character; Character Vs. Itself; Character Vs. Society; Character Vs. Nature. Support your answer by CITING AT LEAST 3 SPECIFIC STORY EVENTS FROM THE TEXT.
D -- Who is the main protagonist in the story? Support your answer by CITING AT LEAST 3 EXAMPLES WHICH SHOW THIS CHARACTERS IS THE PROTAGONIST.
E -- If you had to select one character to be friends with, who would it be and why? Cite at least 2 examples from the story to support your reasons.
F -- Describe how the author organizes the first chapter of your book, (Descriptive, Sequence, Cause/Effect, Compare/Contrast). Why do you think the author chose to organize the chapter in this manner?
G -- Select five words you found in your book which describe one of the main characters in this story. Explain how each of these describes something about the character.
H -- What is the author's overall attitude toward the two main characters in this story? Support your thoughts by citing evidence from the story. (Does the author seem to like one character more than another? Does the author focus more on one character?)
I -- Select two characters with something in common. Discuss what these two characters have in common. Use information from the story.
J -- Select two character who are very different and do not have much in common. Discuss what makes these characters so different. Use information from the story to support your answer.
K -- What is the main idea of the story thus far? Use story detail to support your answer. Hint: Try the SOMEBODY-WANTED-BUT-SO strategy.
L -- If this story needed a new title, what title do you feel would work for this book and why? Support your answer with information from the text.
M -- Who is the main antagonist in this story? Support your answer by citing TWO EXAMPLES WHICH SHOW THIS CHARACTER IS THE ANTAGONIST.
N -- What specific genre is the book you are reading? Explain 3 STORY EVENTS WHICH INDICATE TO YOU THIS IS THE GENRE OF THE BOOK.
0 -- Write a brief letter to the author of this book. Explain your positive and/or negative feelings about the characters and story events. Use examples from the text in your letter.
P -- If you could change one event in the story what would it be and why? How would this change the overall plot of the story?
Q -- Which character in this book has had a positive impact on another character? Describe this character's positive action and how it affected the other character's life.
R -- Would you consider reading another book by this author? explain your reasoning in detail.
S -- Do you feel the main problem of this story is one that someone at Falcon Cove Middle School could be going through at this time? Why or why not?
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