2nd 9 Weeks Spelling Words

In words ending in -ent and -ant, the e and a are often mistaken for another. Look closely at each word in order to remember which ones end in -ent and which in -ant.

Word Bank
argument
convenient
equipment
excellent
excitement
experiment
permanent
pleasant
servant
temperament

Part 1

Fill in the blank with the correct word from the word bank. Use the context of the sentence to determine which word should be used.

1. The archery team bought new________________________this year.
2. Juan and his brother had a heated _____________________over the chores.
3. Mrs. Carson's science class conducted an _______________on solar energy.
4. My sister is an ___________________driver in snowy weather.
5. Kara played the part of Juliet's_________________in Romeo and Juliet.
6. It wan not ________________for Chris to meet us after school, so we'll meet Saturday instead.
7. The treaty promised a _________________peace between the two counties.
8. It was a _________________day for a picnic in the park.

Part 2

Write a paragrph using at least four words from the word bank.

Reading Fair Guidelines

Our Reading Fair will be held on Thursday, October 26, 2017

The purpose of the Reading Fair is to promote a love of reading. Students use a standard tri-fold project board that unfolds to be 36'' H x 48'' W to create a colorful and interesting storyboard depicting elements from their favorite book.

Set up: October 25, 2017

Judging: October 26, 2017

Take down: October 27, 2017

Reading Fair Guidelines

The Outsiders

 – Chapter Questions Answer the following questions on separate paper in full sentences.

Chapter 1
1. Write down the first sentence of the novel. What does Ponyboy mean by these words?
2. What is the setting of this novel?
 3. What is the point of view?
 4. What are the differences between the Socs and the Greasers?
 5. Which group do you suppose the author has more sympathy for? Why?
 6. How do Ponyboy’s feelings for Sodapop differ from his feelings for Darry?
7. Why do you suppose Darry acts the way he does?
8. What mistake did Ponyboy make in the beginning of the book?
9. How did the gang get him out of trouble?
10. What is the conflict of the novel?
11. Why is Johnny afraid all of the time?
12. Why does Johnny depend on the gang so much?
 13. Who are Dally, Two-Bit, Steve, and Sandy?

Chapter 2 

1. What is the tone of this novel? 

2. What is Dally’s motive for sneaking into the movie for free? What does this tell you about his personality? 

3. How does Marcia’s personality differ from Cherry’s? Explain.

4. What does Ponyboy tell Cherry about his family? 

5. Explain how Johnny got hurt. How does this affect his personality?

 6. Explain how Johnny, as timid as he is, could be considered “dangerous”.

 7. What did Cherry mean when she said, "Things are rough all over,"?

 8. What do the last words of this chapter foreshadow, “I know better now,”? 

9. Since the conflict of the novel has already been established, what part of plot is going on now?

Vocabulary

https://quizlet.com/3057008/the-outsiders-vocabulary-ch-1-3-flash-cards

"Flowers for Algernon" by Daniel Keyes

Prezi introduction to "Flowers for Algernon"

Academic Vocabulary

Analyze
Infer
Justify
Criteria
Logic
Motive

Content Vocabulary

Deceive

Deterioration

Intellectual

Introspective

Naivete

Refute

Conventions: Adjectives and Adverbs

An adjective is a word that modifies or describes a noun or a pronounce. 

What kind? Which one? How many? How much?

An adverb is a word that modifies or describes a verb, an adjective, or another adverb. 

Adverbs often end in -ly and answer questions such as in what way? where? when? and to what extent?

"The Tell-Tale Heart" Edgar Allan Poe

Character Analysis Direction Sheet

Directions:
Follow the directions below.
Get the graphic organizers from your teacher.
Use the book and your reading log to help you.

1. PART 1 – ANALYZE THE CHARACTER

 Graphic Organizer 1 (front) – Complete the chart with BASIC INFORMATION to determine how the narrator feels about himself and how you feel about him. Use the information from your Reading Log questions and chart (unreliable/reliable narrator) to help you fill out this chart.

Graphic Organizer 2 (back) - What kind of person is the narrator? Reread the story looking for details that reveal the nature of this strange man. Use these details to complete the chart. You must have at least 2 items in each row/section of the chart. Look for examples of both direct and indirect characterization. For the “WORDS - What He Says” section, you must write down his exact words (put quotations around them) and the pg. # and line #.

2. PART 2 – DESCRIBE THE CHARACTER

Next, complete the bubble map. Use these details from your graphic organizers to name at least 4 OF YOUR OWN adjectives describing justifiable character traits of the narrator. You are describing the narrator AS YOU SEE HIM. You should be able to justify your adjectives based on the information in your graphic organizers. Fill this information in the bubble map (see pg. 2). Do not use dead words or slang words. Use higher level, eighth-grade vocabulary.

3. PART 3 – SANE OR MAD?

Complete the graphic organizer (on the back of the bubble map) determining whether you think the narrator is sane or mad. Use text-based evidence to look at both sides. This evidence will help support your opinion. Do not use dead words or slang words. Use higher level, eighth-grade vocabulary. WORDS - What he says ACTIONS - What he does CONFLICTS - What his conflicts are MOTIVATIONS - What his motivations are for his actions

4. PART 4 – WRITE ABOUT THE CHARACTER

Finally, reread all of this data you have collected. Use this information to write an informative profile paragraph as if you are a psychiatrist or criminal profiler putting together a profile of the murderer’s personality to turn in to the police. This piece of writing must be formal. Make sure your details are clear and factual, not opinionated. You must be objective.

REQUIREMENTS
- Include the information from your graphic organizers (steps 1 and 2 on the direction sheet).
 - Point of View – write as if you are a psychiatrist or criminal profiler
- The writing must be FORMAL and OBJECTIVE, using clear, factual evidence (information from the story which was included in your graphic organizers)
 - you must include academic vocabulary (at least 2 words) ACADEMIC VOCABULARY WORDS: infer, justify, analyze, criteria, logic, motive
 - you must include vocabulary words from the story (2 words this time)

Six Traits of Writing

Narrative Writing

Narrative: Definition

Narrative writing coveys an experience, either real or imaginary and uses time as its deep structure.  Narrative writing can be informative, persuasive, or entertaining.

What are the characteristics of the narrative text type?

Narrative writing uses time as its deep structure. This writing conveys experience – real or imagined. Genres that exemplify narrative writing include the autobiography, the memoir, and fictional stories. The purpose of a narrative may be to entertain, instruct, inform, or entertain.

Stop Here!

Informational/Explanatory: Definition

Informational/ explanatory writing conveys information accurately.  The writer’s purpose is to increase the reader’s knowledge, to help the reader better understand a procedure or process, or to increase the reader’s comprehension of a concept.  Information writing begins with the assumption of truthfulness and answers questions of why or how.  Writers draw information from what they already know and from primary and secondary sources.  They must select and incorporate relevant examples, facts, and details.

What are the characteristics of the informative/explanatory text type?

Informative/explanatory writing conveys information accurately. Writings that exemplify this text type include summaries and instructions. The purpose of informative/explanatory writing is to increase knowledge, explain a procedure, or explore a concept in depth.

Argument: Definition

An argument is a reasoned, logical way of demonstrating the writer’s position, belief, or conclusion.  The writer makes a claim and then defends that claim with information from credible sources.  Students must clarify relationships between the claim and the evidence and address counter claims.  Argument takes the form of opinion in the elementary grades and evolves into argument in the middle and high school grades.

What are the characteristics of the argument text type?

Argument is an especially important text type since it requires the writer to provide reasoned, logical proof for a claim or assertion. The purpose of argument is to change the reader’s thinking, move the reader to action, or convince the reader to accept the writer’s explanation of a problem or concept. The complexities of this type of logical reasoning exceed the cognitive ability of most elementary students. Therefore, as a precursor to argument, elementary students are taught to express opinions that are well supported by facts and evidence.