Vocab Lesson 16

This is due the first day you get back (A/B day). Please don't forget to do this (or your Reading Record). Many of you desperately need these points.

1. gallant - adjective - brave, noble-minded, spirited, chivalrous.
2. sophisticated - adjective - classy, educated.
3. aloof - adjective - at a distance, esp. in feeling or interest; apart: For example: He always stood aloof from his classmates.
4. ornery - adjective - stubborn, being in a bad mood, easily irritated.
5. desperate
6. contemptuous- adjective - having a lack of disrespect and dislike for something
7. rue
8. quaver
9. horse
10. hoarse

Old news, but still FYI: explanation of routine homework

Mrs. Merrill’s English

Every week we have the following assignments:

· Vocab Test: we have a vocab test at the end of every week (either Thursday or Friday depending on the block schedule). You should see your student studying for this test throughout the week. Your student needs to memorize all 10 vocab words, their definitions, and how to spell them. The format of the test is pretty much the same every week. The first two words I give to them orally; they need to write the words correctly. Other words I give them the definitions and they give me the word, or I give them a sentence and they need to fill in the blank, or I give them the word and they need to use it in a sentence. I do not give your student words to choose from on the test – they need to memorize all 10 words. I have taught them a few study techniques. One memorization strategy is this: make up a weird, nonsense phrase using the first letters of every word. For example: this week’s words are interrogate, flexible, relay, really, rejoice, applicable, mellow, compare, and embarrass. An example of a phrase could be: FARMER LIRC

(Flexible, Applicable, Rejoice, Mellow, Embarrass, Relay, Loathe, Interrogate, Really, Compare)

The vocab lessons are designed to help your student study. Vocab Tests are worth 20 points.

· Vocab Lesson: At the end of every week (either Thursday or Friday) after the vocab test, your student starts their vocab lesson. First, they write down the 10 vocab words for the next week’s test. Then they do the following for each word: (1) Write it out five times (2) Define it in their own words with the help of a dictionary (3) Tell what part of speech it is (noun, adjective, verb, etc.) (4) Connect it to their own lives—making it personal (this could be a simple word or phrase) (5) Drawing a memory clue to visually remember the word (6) Use the word in a complete sentence that shows their understanding of the word. Vocabulary lessons are started at the end of the week (Thursday or Friday) and due the first of the week (Monday or Tuesday). For example, if your student took their vocab test on Friday, they would get the new vocab lesson on Friday, and the lesson would be due on Tuesday. I grade their lessons on the same day and hand it back to them so they can have it throughout the week to study. (Note: if they hand the lesson in late, they need to make sure to get it from me to study from). Vocab Lessons are worth 15 points.

· Reading Record: Reading Records are also due at the beginning of the week (either Monday or Tuesday). For the Reading Records, your student is required to read 100 minutes from a novel (not from magazines, textbooks, newspapers, scriptures, etc.) at home each week. This is about 20 minutes a night. The reading needs to be completed over a minimum of three days. This is to ensure consistent and continuous reading. Your student records the dates they read, the title of the book they read, and how many minutes they read. They write a quick response on what they read, they sign the paper, and the parent/guardian signs the paper. By having the parent sign it, I know they saw the students reading at home. Reading Records are worth 10 points.

· GUM Sentences: This is in class work. Every day at the beginning of class, we correct sentences as a class. This helps the student’s grammar, usage, and mechanics in their writing (hence, GUM). If your student is absent, it is their responsibility to get these sentences from a fellow classmate. GUM sentences are worth 5 points.

If your student is failing right now, they need to hand in their homework ON TIME and COMPLETED. Because we do these assignments every week, if your student consistently hands in their homework, their grade will be brought up in the next few weeks. LATE WORK: If an assignment is late, your student can only receive a 70% on it. I DO NOT accept late work after one week of it’s due date.

Almost all homework is on the classroom blog: (7^th Grade) rockwellenglish7.blogspot.com or (8^th Grade) rockwellenglish8.blogspot.com.

A shout out to awesomeness!

Thank you to the parents who bought some books for my class at the Book Fair. You're awesome! Sorry it's taken me so long to get this out. I just wanted to say thank you for your generosity. Most of the books have already been checked out to students; I'm really excited for those books! Thanks again.

Retaking the Grammar Test?

If you are retaking the Grammar Test (if you got less than 60% on the test), the retake is Monday after school in my room. To prepare for it, you need to study your grammar packet and study your test. If you want, I'll help you study on Monday during Mentoring. Please come prepared. You need to ask me if you don't understand something.

Vocab Lesson 15

1. reputation
2. feud
3. incredulous - adjective - to be unbelieving; to doubt. For example: If someone came up to me and told me I had just won a million dollars, I would give them an incredulous look.
4. rebellious
5. disturb
6. transform
7. prejudice - noun - an unfavorable opinion or feeling formed beforehand or without knowledge, thought, or reason. For example: Someone told me that the new girl was weird, so I have a prejudice against her already.
8. betray
9. close - on this one, I don't care if it's close as in "Close the door." or close as is "Move over, you're sitting too close to me."
10. clothes

B5: VERY, VERY IMPORTANT

I changed my mind on Vocab Lesson 14. Instead of "propaganda," I want the word to be "stereotype." If you don't change it in time for your lesson on Monday, that's fine, I won't mark you wrong. However, "stereotype" will be on the test on Friday, not "propaganda."

Vocab Lesson 14

1. stereotype - noun - a characterization of someone that is not necessarily based on fact. Example: A stereotype of Canadians is that all Canadians say "eh."
2. bias - can be a noun or verb. Noun: an opinion that prevents fair consideration of an issue or situation. For example: Even though Wal-Mart had a sale, Jack went to Target because he was biased. As a verb: to influence in an unfair way. For example: The witness cried during the trial because she knew it would bias the jury.
3. impatient
4. rivalry - noun - being rivals (competition with one another)
5. clique - noun - a small, exclusive group of people
6. brotherhood
7. optimistic
8. there – adverb meaning a place
9. their – pronoun -- shows possession, it belongs to someone
10. they’re – contraction – they are

Deadline for Extra Credit

Remember, there is a deadline for turning in Extra Credit for Term 2. Extra Credit is: bringing in 1-4 copies of The Outsiders. 5 points per book. You need to bring in your copy/copies as soon as possible. This offer for Extra Credit ends at the end of next week (Dec. 12). Come talk to me if you have any questions.

Vocab Test 13 -- IMPORTANT ANNOUNCEMENT

B Day students:
You have a Grammar Test on Thursday. Because this test is a big one, we will NOT have a test for Vocab 13. I want you studying for your Grammar Test, and not stressing about your vocab test. On Thursday, when you finish your Grammar Test (I'm giving you all class), you will pick up the words for Vocab Lesson 14. You will not have a test for Vocab Lesson 13. If you have any questions, please feel free to ask me.

A Day students:
Your Grammar Test is on Wednesday. Study for the Grammar Test, this is your first priority. You WILL HAVE a test on Vocab 13 on Friday. HOWEVER, this will be a simplified version of the test because you only had a couple days to study after your Grammar Test. So study the 10 words of Vocab 13, but do not spend a great deal of time on the words. After the simplified version of Vocab Test 13, you'll get your lesson for Vocab 14.

Grammar Study/Review Sheet

Use this to help you study for your test!!!

Grammar Test Review Sheet
A day Test: Dec. 3
B day Test: Dec. 4
Don’t forget: your green Grammar Packet is due
the same day as your test. Remember: You have to attach
the 3 worksheets (1) Nouns (2) Adjectives (3) Verbs.

Be able to:
1. Define a noun. Give examples of the different types nouns. (Concrete = desk, abstract, common, proper, etc.)
2. Define a verb. What are the 2 types of verbs (action, linking)? What are the two other names for linking verbs (helping verbs, state of being verbs)? Be able to give examples of each.
3. Know passive voice and active voice. Be able to change passive voice sentences to active voice.
4. Know the 6 types of tenses. Be able to put verbs into the different tenses. Beware: present versus present progressive. Be able to identify the tenses.
5. Define an adjective. What do they modify? What questions do adjectives answer? Be able to give examples.
6. Define an adverb. What do they modify? What questions do adjectives answer? Be able to identify adverbs and give examples.
7. Know the 4 types of sentences (declarative, interrogative, imperative, and exclamatory). Be able to write sentences of each.
8. Know what interrogatives are, be able to write sentences, and identify the interrogatives. (Who, what, where, when, why, who, how, whom, which, etc.)
9. Make nouns plural.
10. Be able to identify single/plural subjects and single/plural verbs. Know the term subject-verb agreement. Be able to fix sentences where the subjects and verbs don’t agree.
11. Identify and write sentences with conjunctions. Remember: you need to know the coordinating conjunctions (FANBOYS).
12. Identify and write sentences with prepositions. (to, from, over, through, into, etc.)
13. Identify and write sentences with interjections. (whoa, wow, holy cow, dang, etc.)
14. Write sentences and punctuate sentences using a COMMA correctly.
15. Write sentences and punctuate sentences using a COLON correctly.
16. Write sentences and punctuate sentences using a SEMICOLON correctly.
17. Know the three degrees of comparison. Be able to write examples.
18. Write and punctuate sentences using quotation marks.
19. Write and punctuate sentences with contractions.
20. Write and punctuate sentences with an apostrophe (contractions, possessive)
21. Know the 3 articles, what they are, and when to use them (a, an, the).
22. Be able to identify the root of a word, its prefix, and suffix.
23. Write and punctuate sentences using an ellipsis. Know what an ellipsis is.
24. Identify what part of speech each word in a sentence is. For example: I really like pie. I = noun, really = adverb, like = verb, pie = noun.

Vocab Lesson 13

1. avid - adjective--having a strong desire for, eager for, greedy for, marked by keen interest and enthusiasm. For example: (1) I am an avid reader. (2) He avid for adventure.
2. intuition - noun. A quick insight; something you know without studying.
3. mutual - adjective. Reciprocal; having the same relation each toward the other. The hate between the enemies was mutual.
4. principal
5. principle
6. zealous-adjective - devoted, diligent, very enthusiastic.
7. suggest
8. tension
9. humble
10. exaggerate

IMPORTANT: When you these these words in a sentence, think what part of speech they are. You guys should know how to use a noun, adjective, verb, and adverb in a sentence---this is what we're doing for our Grammar Unit! For example, for intuition, don't write, "I am intuition." Intuition is a noun and in that sentence it is being used as an adjective (describing noun "I"). For mutual, do not write, "I have mutual." Mutual is an adjective and in that sentence it is being used as an adjective. Write correct sentences. Think about how to use these words correctly. Please don't just write "I am zealous" or "He is zealous." Add a little more to that sentence so that I know without a doubt that you understand the word.

Clarification for Conferences: for parents

For Parent Teacher Conferences, it’s mostly just a drop-in kind of thing. For those of you who have already scheduled specific times, that’s completely fine – we will keep those appointments. But for the most part, just come in when you can.

Thanks!

   Mrs. Merrill 

Vocab Lesson 12

1. interrogate

2. flexible -adjective-- meaning capable of adapting or modifying. Example: Her schedule is flexible, so we can go to the movie at any time. 

3. embarrass

4. relay

5. really

6. compare

7. rejoice

8. loathe- verb -- to intensely hate, to dislike greatly, to feel disgust for something

9. mellow

10. applicable--adjective--can be applied, is relevant. For example: In debate, you want to make statements that are applicable to your argument. Another example: Math is probably not that applicable to English. Another example: English is applicable to your life. 

Parent Teacher Conferences

Dear Parent/Guardian,

            Parent-teacher conferences are coming up soon. While I am always available for you to contact, I wanted to let you know when I will be scheduling conferences during the school’s specified times. If you wish to meet with me to discuss your student, my hours are from 2:30-3:45 on November 18^th, 19^th, and 20^th. If you choose to come during these times, I strongly encourage you to bring your student.

If you would like to meet, but cannot make these times, you may call me at the school (789-ROCK) or e-mail me (mmerrill@rockwellhigh.net) to schedule an appointment. As always, I am also available for a telephone conference or an e-mail conference. These two options may work out better for your schedule.

            An update on my class: the school is no longer using Engrade.com as a grading system, but Renweb. If you have any questions how to access grades, attendance, etc. through this site, you may call the front office.

            Please detach and fill out the bottom portion of this paper. Thank you for all your support.

 

            Have a great day!

                        Mrs. Merrill

 

-----------------------------------------------------------------------------------------------------------

(Circle one)

      I have read the letter and plan on coming to your parent-teacher conference.

      I have read the letter, but do not feel I need to meet with you.

      Other: _______________________________________________________

 

____________________________________           ____________

                      Signature                                                     date

Vocab 11 Words

1. interject - verb meaning to interrupt or insert

2. notorious - adjective- famous (usually in a bad way).

3. ultimate

4. mourning - verb - to be in mourning means you are sad over the loss of someone or something

5. morning

6. compassion

7. expedient - adjective - means necessary or practical: Because it's snowing, it's expedient you wear your jacket.

8. persevere - verb - to endure

9. cope- verb - means to deal with it, to face or deal with responsibilities, probelsm, or difficulties in a calm and adequate manner

10. declare

Vocab Lesson 10 Words

-imperative
-exclaim
-cell - noun -
-sell - verb
-sale - noun
-vivid - adjective - extremely bright or intense, full of life and energy
-logical
-sacred
-hospitable
-adverse - adjective- opposing, unfavorable in purpose or effect. Example: The rain created an adverse circumstance for our picnic.

Help with Vocab Lessons

Here are two websites that will help you with definitions:

1. www.dictionary.com

2. www.audioenglish.net

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. chose - past tense of choose. The definition will be the same for both, only chose is used in past tense.

2. choose - verb - to prefer or decide to do something, to select from a number of possibilities, to pick by preference.

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. wrath

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.

I AM NOT ACCEPTING ANY LATE WORK AFTER FRIDAY AT 3:00. NO EXCEPTIONS!!! (MANY OF YOU ARE STILL FAILING, BUT YOU CAN COME SEE ME DURING MENTORING OR AFTER SCHOOL).

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.

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).

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!!!

Vocab Lesson 8

-Week - (like Monday, Tuesday, Wednesday, etc.)
-Weak - (like the opposite of strong)
-Permanent
-Tedious -an adjective meaning long and tiresome; boring and dull repetition
-Bleak - adjective - without hope, bare, desolate
-Derogatory - adjective - uncomplimentary, insulting, expressing a very low opinion
-Aspire - verb
-Infuriate
-Intimidate
-Lethal

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

Vocab 1

These words weren't on the blog, so I thought I'd put them up.
-coordination
-appropriate
-adhere
-acquire
-complicated
-prominent
-vague
-apprehensive
-intrigued
-anxious

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.

Vocab 7

-vulnerable - an adjective meaning open to wounds or attack, susceptible to being hurt. Examples: After John got dumped by his girlfriend, he was feeling very vulnerable. A cop without a bulletproof vest is vulnerable.
-impartial - unbiased, neutral, without favorites. Example: Mrs. Merrill is impartial to all of her students; she treats them fairly.
-knew
-new
-compel - to force or make something do something
-obnoxious - unpleasant or disgusting, extremely annoying, causing disapproval. Example: The constant dripping from the sink became obnoxious after a few minutes.
-confrontation - noun
-precise - exact, accurate
-motive
-resolution - a noun meaning the solution to a problem

Black and White Picture Homework

Get a black and white picture (from the Internet or COPY one of your own to black and white). Then choose ONE color and color everything in that picture that is that color. For example, if I chose yellow, I would color a daisy and the sun. If my picture was of a street and my color was red, I would color the stop sign and the fire hydrant. With the picture you also need to explain why you chose that color and what you think that color does to the picture.
DUE: Wed. Oct. 1 for B days
DUE: Thurs. Oct. 2 for A days
You should also be working on missing work, your Reading Record, and studying. Let's bring those grades up!

Mrs. Merrill's Epistle: Explanation of Engrade, late work, absent work, etc.

So last week I handed out Progress Reports and parents and students alike were stunned. I have had a lot of the same questions, so here is (hopefully) some clarification.

-Usually, I don’t let you hand in assignments after one week. HOWEVER, because so many of you are behind, I will let you hand in anything from this last week all the way back to the beginning of the year.

-When you hand in missing work, COMPLETE it. You cannot receive higher than a 70% on missing work, but you can score lower than that, making it a D grade. Bottom line: When you hand in things make sure they are completed. Don’t waste your time and mine with anything less than your best.

-If you have missing work, but you were absent, on the top of your paper you hand in put “ABSENT” or “I was absent.” If you were absent when we did or handed in an assignment, these can be made up for FULL POINTS. (Know that I will check the attendance).

-IMPORTANT: Make sure you hand in assignments ON TIME and make sure they are COMPLETED. Write down when assignments are due. Have a specific place for “things to turn in” and “things handed back.” Have a folder just for my English class. Listen when I ask for assignments. Many of you do not get a good score on assignments because either they are late or are incomplete. Get them in COMPLETED and ON TIME.

-Keep all assignments I hand back. Many of you may realize that you have a zero grade for something you know you handed in. Come show it to me. Sometimes I make mistakes and somehow I don’t record the grade.

-Even though your grade might not be what you want it to be, just keep working hard. If you have any questions or concerns, just come talk to me. You can bring your grade up by the end of the term if you are committed and work hard.

-About Engrade: how to log in and access Engrade. Go to www.engrade.com. Click on “Students and Parents.” Click on #2 where it says, “sign up for a free student account now.” This will bring up a box. Type in your code I gave you that should look something like this: engrade-mrsmerrill-123456. (Reminder: Don’t give your code to ANYONE). Click “next.” This should bring up a page where you can set your own username and password. From then on, you can just go to www.engrade.com/mrsmerrill to sign in.

-Study hard for the Vocab Tests. A lot of you are scoring poorly. Remember that you need to memorize all 10 words (I don’t give them to you) and to spell them correctly.

-If you have any questions about ANYTHING, just come ask me. If you have a question on an assignment ask me as soon as possible. It doesn’t do you much good to ask me how to do something if it’s due in 60 seconds.

-BOTTOM LINE: Keep working hard. I know that each of you can bring your grade up. I know that each of you are capable of getting a good grade in my class. Don’t give up. Keep working hard. Together we will succeed.

Vocab Lesson 6

-instinctively - This is an adverb. An adverb describes how something is done. Instinctively means that something is done as an instinct, it's second-nature, it's natural, you do it without thinking. For example: When my brother scared me, I punched him instinctively.

-tantalizing - adjective - two meanings, (1) very pleasantly inviting and tempting (2) to bring up a desire for something that is just out of reach. For example: The promotion that he might have gave him a tantalizing taste of success.

-exquisite- adjective - extremely beautiful, very delicate, refined

-lethargy- noun - unusual lack of energy. Lethargy is like being languid, only probably a little more intense.

-obscure - an adjective meaning not clearly understood or expressed, or a verb meaning to make unclear. Example as an adjective: Mrs. Merrill tried to explain how to access Engrade, but her explanation was still obscure. Example as a verb: The rain pouring on the windshield did obscure her vision.

-resign - verb - to leave voluntarily

-accusation - noun - a charge that somebody did something wrong, what you say when you blame someone for something

-subtle - (silent b) - adjective - barely perceptible, hard to see, lacking in brightness or loudness, etc. For example: Mona Lisa's smile is very subtle.

-capital - a noun meaning an upper-case letter, also means money. An adjective meaning very important.

-capitol- noun - a building for the government

What Would Your Assignment Be?

We did this assignment last week (sorry I'm a little late on posting this). 

Name __________________________

Period _____________

 

What Would Your Assignment Be?

 

For Parent/Guardian:

1.     What do you think your student should ‘be’ when they grow up (what profession or career)? Please be specific. Choose an actual job title.

 

 

 

2.     What do you think they would be good at? Have they shown an aptitude towards a certain career?

 

 

 

3.     What do you think your student would enjoy doing?

 

 

 

4.     Please list and describe the different jobs you have had throughout your life.

 

 

 

 

For Student:

1.     When you were younger, what did you want to be when you grew up?

 

 

 

2.     What about now? Why do you want to be that? How has it changed? Do you think you will change your mind as you get older?

 

 

 

3.     What will you have to do to achieve your career goal?

 

 

 

4. Now read the parent’s/guardian’s response. How does their idea differ from yours? How is it the same? Do you agree or disagree with them? Why? What if you HAD to be what your parents suggested? 

Vocab Lesson 5

Vocab words for Test on 9/25 or 9/26:

-sympathetic- (adjective) - feeling sorry for someone, having compassion, having sympathy

-dejected-(adjective) - depressed, sad, disheartened

-inconvenient-(adjective) - inopportune, untimely

-empathy (noun) - it's going one step further than having sympathy for someone. When you have empathy for someone, you really understand their feelings and emotions. You really identify with them and what they're going through. It is understanding and entering into another person's feelings. 

-anguish

-stealth-(noun) the act of moving, proceeding, or acting in a covert or secret way. For example: As he tried to sneak back into the house unnoticed, he was being very stealth. 

-languid (adjective) lacking in vigor and vitality, slow, lazy, indifferent

-pervade-(verb) - to spread or be present throughout. For example, if someone had really bad body odor, their smell would probably pervade the whole room. Another example: During Christmas, the feeling of love pervades the air. 

-ecstatic

-haphazard (adjective) disorganized, random, lack of planning, irregular

Mini-Project: "It's a Celebration!"

  It’s a Celebration!

 

In The Giver, when someone is about to be released in the House of the Old, that someone receives a celebration of life. This celebration includes a telling of life as well as a goodbye speech from the one being released. In this assignment, you will be given the opportunity to give a celebration of life for any member of your family as long as they are older than you.

This assignment must be typed, double-spaced, 12 point font, and standard margins.

 

Memories in pictures: You should include at least 3 pictures of the person you are celebrating. One should be from their childhood, the second from their teenage years/young adult/adulthood, and a recent picture. Each picture must be labeled. Each picture may be placed either on a separate page or within the celebration as illustrations. They may be actual pictures or copies of the pictures. They can be in color or in black and white. Each picture is worth 5 points each.

 

Memories in words: At the top of the page, you should have your name, the date, the class period, the teacher, and the name of the assignment. Then you should have the name of the person who you are celebrating and their birthday. Next should come two paragraphs of two different memories you have them. Following that should be one memory they have of their own life. You will need to interview them (in person, via e-mail, or over the telephone) to obtain this information. You should have at least one direct quote from them. (Example: Of this memory, my grandpa said, “It was the best day of my life when I married Buela.”). The last paragraph should include a summary of your feelings for this person, similar to the “wishing the person well” speeches the other members give to the one being released. Each paragraph should be 5-6 sentences long. Remember spelling and grammar count. Each paragraph is worth 5 points each.

 

Rubric:                                                                                    Totals:           

Pictures: 5 points each                                                            15

Your name, date, person’s name, etc.                                    5

2 paragraphs of your memories: 5 pts. each                         10

1 paragraph of their memory                                                5

1 paragraph of your thoughts                                                5

Presentation: Is it neat, does it look nice, is it typed?            5

Spelling, grammar, and format                                                5                                               

                                                                                    ____________________

                                                                                                    50 points total

 

You may ask your parents/guardians to help you to find pictures, to help you type the assignment, to help you print the assignment, and to help you edit the assignment for spelling, grammar, and presentation.

THIS ASSIGNMENT IS DUE _____________________.

Your due date depends on what class you're in: 

A3: Due Sept. 16 (Tues.)

B5: Due Sept. 17 (Wed.)

B8: Due Sept. 17 (Wed.) 

IF YOU HAVE ANY QUESTIONS, JUST COME TALK TO ME. 

THIS IS WORTH 50 POINTS, BUT IT IS RELATIVELY EASY AND SHOULDN'T TAKE YOU TOO MUCH TIME. FOR THOSE OF YOU WHO ARE STRUGGLING IN THIS CLASS, THIS COULD HELP BRING YOUR GRADE UP. 

Vocab Lessons

www.dictionary.com is a GREAT online reference for words

Also, if you look the words up in the dictionary and (1) cannot think how to put it in your own words and (2) you understand the definition and (3) the definition is clear, you can copy it from the dictionary. 

What we did this week . . .

-DOL 4A, 4B (plus 4C if you're A day)

-more of The Giver 

-more Vocab words: 

   -admonish (can be used in a lot of ways -- to advise, to counsel, to warn, to remind)

   -dumbfounded 

   -assimilate (meaning to conform, to become similar to -- Example: The new immigrants need to assimilate into society quickly.) 

   -apparent

   -perceive

   -overwhelm

   -excruciating

   -ominous (meaning threatening, or foreshadowing evil developments) 

   -implore (means to ask urgently, to beg) 

   -grotesque 

-Aren't grotesque and excruciating fun words to say?

-TRY AND USE THESE WORDS IN CONVERSATION!!!! IF YOU DO, SHARE WITH THE CLASS!!!!

-This week we also got our mini-project, "It's a Celebration!" 

Vocab Lessons

If you lose your vocab lesson for some inexplicable reason, here is the format:

Word ______________ (then write it out five times): ____________________________________________________________________

Important Information and Relationships:

   Define it in your own words (with help from a dictionary): ________________________

   Part of speech (noun? verb? adjective? adverb?): _______________________________

   Connect it/Make it personal (make it mean something to you so you'll remember it):

       _____________________________________________

Memory Clue: (draw a picture so you can visually remember what the word means)

Practice Using It: (In a complete sentence that demonstrates your understanding of the word)

Reading Records

If you misplace any Reading Record and you don't have time to get another one from me, here is what you do: Record your reading on a lined piece of paper (write the date you read, the title of your book, and how many minutes). Add up the minutes (you need to have at least 100 minutes over a minimum of three days). Answer the questions pertaining to the week's reading strategy. (You should be writing at least a few sentences). The reading strategies are Connections, Questioning/Big Idea, Sensory Images, Infer/Predict, Questions/Clarifying, Determining Importance, Synthesize, and React. These strategies are explained in detail below. After you write on one of those, put your signature at the bottom and get a parent/guardian to sign it too.

Connections Write down three things from this week’s reading that you could connect to personally, from your own experience, from other texts you’ve read, from things going on in the world right now, or from history. What would you have done in the same situations?

Questioning/Big Idea Write down five Big Idea questions (who, what, why, etc.) that came to you as you read this week. Use higher level thinking skills to develop these.

Sensory Images Describe three things that you could imagine as you read this week. What specific words (quote) in the text helped you imagine? How are these related to the five senses (touch, smell, sight, taste, sound)? Which senses did you experience through the book?

Infer / Predict Write down three predictions that you made as you read this week. What clues (foreshadowing) in your reading caused you to make these predictions? (Quote from the text.)

Questioning/Clarifying Write down five Clarifying questions (without a known answer in the text) that came to you as you read this week. Use higher level thinking skills to develop these. What confuses you? What do you want to know? Ask the author or main character 10 questions.

Determining Importance Write down five of the most important things in your reading this week. Think deeply - don’t look just for surface knowledge.

Synthesize What’s the theme or author’s message? Synthesize the message in what you read this week.

React Why do you love/hate this book? What do you like or not like about it? Why should someone else read it? What would make it better?

Another Week Bites the Dust

This week we:
-did 2 days of DOL (3A and 3B) and handed those in
-should have gotten through Ch. 1-3 of The Giver (unless you're in A3 -- we only got halfway through Chapter 2)
-after reading/listening to these chapters, we discussed major characters and the plot thus far
-you handed in another Reading Record
-you handed in Vocab Lesson 2
-you took Vocab Test 2
-you started Vocab Lesson 3

For homework you should be finishing your Reading Records and completing your Vocab Lesson 3. You should be constantly studying these new words.

The new vocab words are:

-aptitude (meaning a natural talent or ability)

-crescendo (usually used as a musical term, but it means to get louder in volume)

-acquisition (this one is a tricky one, but it is similar to the word acquire. Acquire means to get something, so acquisition means something we have acquired. Acquisition is a noun. An example in a sentence: If I bought a new cd, that would be my new acquisition.)

-solemn (meaning to be serious)

-exempt

-obsolete

-tentative (meaning subject to change)

-concentration

-deprive

-ignorant

Don't forget to call your grandparents on Sunday, it's Grandparents Day!
Have a great weekend.

Dictionaries!

You need to bring a dictionary next week (Sept. 11/12)!!! If you don't, you WILL LOSE POINTS! We use dictionaries every week so you need to have one in class. 

Long Weekend! Yeah!

Okay, well we're done our second week and so far everyone has survived. Before you have too much fun this weekend, here are some reminders of what we have done this week:
-We did more DOL (B days DOL 2A, 2B, and 2C; A days 2A and 2B)
-We took our first vocab test and did the 2nd vocab lesson. The vocab test was hopefully a wake up call for you -- you NEED to study the words throughout the week. Remember how to spell them, their definitions, and how to use them in a sentence properly. The words for next week are:
1. chastise
2. tabulate
3. meticulous
4. exuberant
5. indulge
6. reprieve
7. permissible
8. susceptible
9. intention
10. perception
The test on these words will be Thursday for A day and Friday for B day. Please remember to study these words! Really indulge yourself in these words; I don't want to have to chastise you after I tabulate the grades. Be meticulous as you study and I will be exuberant.
-In most 8th Grade classes, we also started reading (or rather, listening to) The Giver, Chapters 1 and 2.
-Don't forget your Reading Record due Tuesday for A day, Wednesday for B day.

HAVE A GREAT WEEKEND!

I will give a candy to whoever can tell me what movie I watched over the weekend: "Harry Potter and the Order of the Phoenix. "

First Week of School!

Well, I know that the first week of school was a little hectic, but it's over; we conquered it! Here is an overview of what we did the first week:
-I handed out a Disclosure Document and Syllabus. You needed to go over these with your parent/guardian and were supposed to hand the last page of each document to me by the end of the week. If you did, great! If you have not, I need them as soon as possible. You will not receive full points for the assignment, but I still need them.
-We did a Directions Quiz and I hope each of you learned that your ability to listen and adhere (VOCAB WORD) to class instructions is vital to your success in my class.
-We started our DOL (Daily Oral Language). We did 3 sentences the first day and 4 sentences the second day. You also handed these in for points.
-We helped each other write stories starting with, "It was a perfect day . . . " We talked about the concept of utopia. For homework you were to define perfect and hand in your definition.
-We played the Name Game, which hopefully helped us learn each others names. I will have complete satisfaction when everyone will be able to name everyone else. I am anxious (VOCAB WORD) for us to be acquainted.
-We also did our first vocab lesson which is due this next week (A day=Tuesday, B day=Monday). The test will be on Thursday for A day and on Friday for B day. You should be continually studying these words throughout the week. The words are: coordination, appropriate, adhere, acquire, complicated, prominent, vague, apprehensive, intrigued, anxious.

Syllabus -- for students -- I need last page filled out and returned to me

ENGLISH EIGHT SYLLABUS

MRS. MERRILL

COURSE POLICIES and REQUIREMENTS

Homework / Assignments

This is a comprehensive English course and requires a significant amount of time and effort at home. The key to success is to avoid procrastination. Please use an agenda and the classroom blog to remind yourself about upcoming assignments, especially if you are absent. You are expected to contact your study partner when you are absent to catch up on missed work.

Class Blog

A classroom blog is available with reminders and explanations of assignments as well as other features. Student writing and book reviews also might be posted. You can access the classroom blog by typing the URL www.rockwellenglish8.blogspot.com or by finding it through the Rockwell Charter High School Web site. It is expected that students and parents will access this site frequently. To my knowledge, he computer lab at school is available for those who do not have Internet access at home.

Textbooks

Because of the broad range of topics in English, sets of all books will be kept in the classroom. These books will be available for use after school until 3:15. Some readings or books might be temporarily assigned to you for use at home. You are responsible for the return of any books you take out of the classroom.

Late Work

You may hand in missing assignments or take missed tests within one week after the original due date. All make-up and late work must be taken care of before or after school, rather than during class. If you were had an excused absence, you will receive the full credit earned; otherwise, you will receive 70% of the score within one week. (Of course, that won’t happen because you will all study hard the first time.) THERE WILL BE NO LATE WORK ACCEPTED OR RETAKES OFFERED AFTER ONE WEEK FROM THE ORIGINAL DUE DATE! If turning in late work becomes habitual for a student, I will modify this policy as necessary. If you have an extenuating circumstance that prevents you from turning in an assignment on time, come talk to me as soon as possible and we will work something out.

Grades

Grades are based on a straight percentage of all points accumulated. The grading scale will follow the RCHS grading policy (see Student/Family Handbook).

Work Ethic / Integrity

A major emphasis of the class will be on group discussion and problem solving. Students will often be asked to work in groups or with partners to accomplish various tasks. This type of discussion and assistance to one another is desirable and appropriate; however, all assignments that are turned in for grading must be the student’s own, individual work. Students are not allowed to copy work or responses. Plagiarism is a serious offense; students and parents should note that students should properly cite sources they might quote for assigned papers, etc.

Quality of Work and Presentation

While much work will be completed in class or in a traditional pencil/paper format, there is an expectation for quality in appearance as well as content. Work that is illegible or difficult to read will be returned for re-work and docked points. Additionally, several major assignments each term will be required to be typed. Students without computer access at home may come in and use the computer labs at school or at local libraries.

Reading

In addition to in-class reading assignments, you will be responsible for reading 100 minutes outside of class each week. This time can be done over a period of three to seven days. Reading that takes place in class cannot count towards the 100 minutes, unless otherwise directed by me. Although reading in newspapers, magazines, scriptures, and text books is important, the home reading requirement must be from a novel or appropriate work of literature at the student’s reading level. This reading will be recorded on a form requiring a response (which will focus on a specific literacy strategy) and a parent’s signature. The reading record is due every Monday or the first day of school in a given week. A list of the literacy strategies assigned by week will be posted on the class blog in case students misplace the provided form. In addition to the reading record, you will be asked to complete a project on one of your books that will be presented to the class approximately two-thirds through each term. A list of project options will be provided and your project must be completed on a book you have not read before.

Vocabulary

We will complete a vocabulary/spelling unit every week. Each unit consists of ten words with exercises and a writing assignment. A test will be given the last class day of each week (typically Friday).

Grammar and Usage

We will complete grammar and usage exercises at the beginning of class each day. These exercises will be on the overhead, so if you are absent you will need to get the exercises from your study partner. These will be turned in during class every week. Grammar and usage exercises will include Daily Oral Language, which emphasizes proofreading (punctuation, capitalization, sentence structure, etc.), identifying and using basic parts of speech, and occasional dictation.

Participation and Citizenship

Outstanding citizenship marks will be earned by those students who show courtesy or honesty above the “expected” level. These marks can also be earned by those students who are consistently pleasant and optimistic or who go out of their way to help peers, or make our class better.

Satisfactory marks are given to the majority of the students. These are students who exhibit the expected levels of courtesy, honesty, cooperation, and respect.

Unsatisfactory citizenship marks are given to those who have five or more tardies, are chronically visiting/disruptive, who won’t stay on task, and demonstrate a poor attitude.

Participation in this class is crucial. I expect you to be on task and involved in class, contributing to discussions and group activities, and including those around you. Participation in class requires you to be present in class. Attendance is vital to your success in this class; this means avoiding tardies and unexcused absences.

Students with Disabilities

If a student has any disability which may impair his/her ability to successfully complete this course, please let me know and contact the main office. Academic accommodations are granted for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor through the main office.

Professional Behavior and Expectations

v Respect the teacher, yourself, others, and the learning material. We are all adults and should display respect, civility, and good manners to each other. Negative comments have no place in this classroom.

v Be honest. Cheating, plagiarism, and other forms of dishonesty will result in a failing grade.

v Come prepared and ready to learn. This means do your homework before (not during or after) class. Bring a notebook, paper, pencils, and pens to each class.

v Attendance: you need to attend class. If you need to miss a class, talk to me about it at least a week in advance, and we will see if we can make an alternate arrangement.

v Personal items, including cell phones, iPods, and other technologies, should be turned OFF during class. Items that disturb the classroom will be confiscated and will need to be picked up by a parent/guardian.

**I reserve the right to add to or modify these policies, procedures, and expectations according to classroom settings and dynamics.

Name

Period

1. What is your favorite thing about English, and why?

2. What is your least favorite thing about English, and why?

3. What is the last novel you read? When did you read it? Would you recommend the book to your peers or myself? Why?

4. What did you do this summer?

(Check line) _____ Yes, I have read the Syllabus and Disclosure Document for 8^th Grade English with my parent/guardian; I agree to abide by classroom rules and to contribute my very best to the class.

________________________________________

Student Signature and Date

Disclosure Document -- for Parent/Guardian, I need signed sheet

August 16, 2007

Dear Parent/Guardian:

Welcome to the new school year! I am really excited to have the opportunity to teach your student. I love English and believe it is a medium through which we can learn to be better citizens, better individuals, and better human beings. We learn about ourselves and those around us, developing identity, foundation, and purpose.

English covers a very broad range of topics and the extensive subject matter requires the cooperation of parents, students, and the teacher. Your support at home enhances the education your child will receive and ensures better grades. Support to students from inside and outside the classroom helps facilitate learning, understanding, and progress. I encourage you to support your student’s academic efforts. Please be aware that regular homework will be assigned in addition to nightly reading and vocabulary study. There is always something that your child can be doing to prepare for English.

Attached is a copy of the course requirements and policies for my class. Please go over these with your student and discuss them together. If either of you have any questions, please feel free to contact me at school from 7:30 - 3:15 by calling the school number ((801)-789-ROCK (7625)) or via e-mail. For parents, it will probably be easier to communicate with me via e-mail. My address is mmerrill@rockwellhigh.net and I check my messages regularly. (Disclaimer: Please be patient for these first couple weeks as the teacher e-mails are still being set up). Please make use of the classroom blog (www.rockwellenglish8.blogspot.com) to stay informed regarding class progress.

Please fill out the back page and return it to school with your student (no later then Friday August 22), retaining the course requirements for future reference. This will count as one of your child’s first homework assignments of the school year. Thank you for your support. I’m looking forward to a productive and successful school year; I am sure I will not be disappointed.

Sincerely,

Megan Merrill

English 8

Mrs. Merrill

School number: (801) 789-ROCK (7625)

E-mail address: mmerrill@rockwellhigh.net

Objective:

Taken from www.uen.org, “the overarching intent of language arts instruction in grades 7-12 is for students to value, appreciate, and demonstrate literacy through expressive and receptive language skills, and to understand and investigate the self, others, the culture, and the environment.”

Textbook:

§ Prentice Hall Literature, Penguin edition

§ various novels

Homework/Assignments:

Students will have weekly assignments including Reading Records, Vocabulary/Spelling tests, and grammar assignments. As this is a comprehensive English course, there will be many writing and reading assignments. Students will also be required to write in journals and complete at least two main papers, which will focus on persuasive writing.

Grading:

Grading will follow the RCHS Grading Policy (see Student/Family Handbook).

Class Blog:

A classroom blog is available for students and parents to be aware and up-to-date of classroom assignments. You can access the classroom blog by typing the URL www.rockwellenglish8.blogspot.com or by finding it through the Rockwell Charter High School Web site.

Supplies Required for Class:

§ Pencils, pens, lined paper, a binder, a dictionary

While this document gives you basic policies and procedures of the classroom, a syllabus being sent home with your students gives a more comprehensive and detailed description of policies and procedures. I ask you to please read this over with your student.

PARENT INFORMATION SHEET

Thank you for taking the time to complete this form. This information will be very helpful in promoting communication and understanding. Please return this form by August 22^rd 2007.

Thank you – Megan Merrill – E-mail is the best way to contact me (mmerrill@rockwellhigh.net)

Student Last Name____________________________ First Name_____________________

Parent/Guardian Last Name_________________________ First Name_________________

I will occasionally need to contact a parent/guardian to discuss grades, behavior or concerns. Please provide the following contact information:

Phone: ________________________________________________________

E-mail ________________________________________________________

Mailing Address _________________________________________________________

If you have any special concerns, requests or questions, or additional information you would like me to know about your child, please put them here:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

(Check line) __ Yes, I have read the Disclosure Document for 8^th Grade English with my student.

(Check line) ____

Yes, I would be willing to volunteer for this class if asked (grading objective assignments, etc).

______________________________________________

Parent Signature and Date