9 20-13
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The document outlines the agenda and assignments for an 8th grade language arts class on September 20, 2013. The agenda includes a library period, memoir work time, and discussion of the novel The Outsiders. Assignments given are a reading response due on Monday, reading chapters 3-4 for Tuesday, and a memoir rough draft due on Friday.
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9 20-13
The document outlines the agenda and assignments for a 7th grade language arts class on September 20, 2013. The agenda includes a library period, spelling/vocabulary pretest, and a book review. Assignments given are a reading response due on Monday and a rough draft of a book review due on Friday.
9 13-13
The document outlines the agenda and assignments for a 7th grade language arts class on September 13, 2013. The agenda includes a library period, spelling test, and grammar lesson. Assignments given are vocabulary bubbles due Monday, a reading response also due Monday, a grammar test on Tuesday, and a vocabulary writing assignment due the following Friday.
10 3-13
This document provides an agenda for an 8th grade language arts class that includes an independent reading assignment, a discussion of the novel The Outsiders, and working on final drafts of memoirs along with vocabulary writing and feedback on reading responses.
Grammar test 9 17-13
The document outlines the agenda and assignments for a 7th grade language arts class on September 17, 2013. The agenda includes a grammar test, independent reading, and possibly a writing workshop. Assignments given are a vocabulary writing assignment due on Friday and commenting on two other students' responses also due on Friday.
2014 literary analysis of your enrichment book for summer reading
This document provides guidance for writing a literary analysis of a summer reading book. It explains that a literary analysis goes beyond just summarizing a book by giving a strong positive or negative evaluation supported by specific examples from the text. It lists key elements that should be included in an analysis, such as identifying the author and title, including a clear thesis statement about why the story was interesting and a recommendation, using specific details and evidence from the text, and having a clear introduction, body and conclusion. Students are instructed to write at least a 1.5 page double-spaced analysis that is due on August 18th.
2014 sr character description directions
The document provides instructions for students to write a character description essay based on a book they read over the summer. It explains that the essay should be at least 1.5 pages long and include an introduction stating the author, title, character, and brief summary, as well as 3 body paragraphs each describing a character trait with evidence from the text and a conclusion that restates the thesis. An example rubric and successful elements of a character description are also outlined.
2014 sr character analysis paper
James is the main character in the short story "The Scribe" by Kristin Hunter. James is a 13-year-old boy who notices that the owners of the Silver Dollar Check Cashing Service take advantage of illiterate customers. He decides to help by becoming a scribe and filling out forms for people outside the business for free. When stopped by police, James gets his parents' help to convince people to cash checks at a bank instead. Throughout the story, James displays traits of being observant, creative, and caring through his efforts to solve the problem.
2014 character analysis-rubric(1) (autosaved)
This rubric evaluates character analysis responses based on four criteria: topic/idea development, organization, mechanics and language usage, and presentation. For each criterion, the rubric describes the characteristics of outstanding, exceeds standards, meets standards, almost there, and weak responses. Scores are assigned on a scale of 30-0 for each criterion based on how well the response meets the descriptions. The highest scores are for responses with well-defined characters, strong organization, no errors, and a neat presentation.
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9 20-13
The document outlines the agenda and assignments for a 7th grade language arts class on September 20, 2013. The agenda includes a library period, spelling/vocabulary pretest, and a book review. Assignments given are a reading response due on Monday and a rough draft of a book review due on Friday.
9 13-13
The document outlines the agenda and assignments for a 7th grade language arts class on September 13, 2013. The agenda includes a library period, spelling test, and grammar lesson. Assignments given are vocabulary bubbles due Monday, a reading response also due Monday, a grammar test on Tuesday, and a vocabulary writing assignment due the following Friday.
10 3-13
This document provides an agenda for an 8th grade language arts class that includes an independent reading assignment, a discussion of the novel The Outsiders, and working on final drafts of memoirs along with vocabulary writing and feedback on reading responses.
Grammar test 9 17-13
The document outlines the agenda and assignments for a 7th grade language arts class on September 17, 2013. The agenda includes a grammar test, independent reading, and possibly a writing workshop. Assignments given are a vocabulary writing assignment due on Friday and commenting on two other students' responses also due on Friday.
2014 literary analysis of your enrichment book for summer reading
This document provides guidance for writing a literary analysis of a summer reading book. It explains that a literary analysis goes beyond just summarizing a book by giving a strong positive or negative evaluation supported by specific examples from the text. It lists key elements that should be included in an analysis, such as identifying the author and title, including a clear thesis statement about why the story was interesting and a recommendation, using specific details and evidence from the text, and having a clear introduction, body and conclusion. Students are instructed to write at least a 1.5 page double-spaced analysis that is due on August 18th.
2014 sr character description directions
The document provides instructions for students to write a character description essay based on a book they read over the summer. It explains that the essay should be at least 1.5 pages long and include an introduction stating the author, title, character, and brief summary, as well as 3 body paragraphs each describing a character trait with evidence from the text and a conclusion that restates the thesis. An example rubric and successful elements of a character description are also outlined.
2014 sr character analysis paper
James is the main character in the short story "The Scribe" by Kristin Hunter. James is a 13-year-old boy who notices that the owners of the Silver Dollar Check Cashing Service take advantage of illiterate customers. He decides to help by becoming a scribe and filling out forms for people outside the business for free. When stopped by police, James gets his parents' help to convince people to cash checks at a bank instead. Throughout the story, James displays traits of being observant, creative, and caring through his efforts to solve the problem.
2014 character analysis-rubric(1) (autosaved)
This rubric evaluates character analysis responses based on four criteria: topic/idea development, organization, mechanics and language usage, and presentation. For each criterion, the rubric describes the characteristics of outstanding, exceeds standards, meets standards, almost there, and weak responses. Scores are assigned on a scale of 30-0 for each criterion based on how well the response meets the descriptions. The highest scores are for responses with well-defined characters, strong organization, no errors, and a neat presentation.
2014 bingo
This document is a summer reading bingo card with various reading activities for students to complete over the summer break. The card contains 25 squares with reading tasks like reading 10 books, checking out a book from the library, reading books in different genres like mysteries or poetry, and sharing books with friends. Students get their parents to initial each square after completing the task. Completing different patterns on the card like a blackout or four corners results in different point totals to encourage reading a variety of materials.
8th grade list 2014
The document is a letter from Mrs. Slavens to students and parents about the upcoming summer reading assignment. It outlines the purposes of summer reading to promote continuous reading habits and establish a springboard for discussions in the fall. It encourages parents to support their children's reading development and provides a list of required texts and enrichment choices for 8th grade students to read over the summer, with assessments and discussions planned for the start of the school year.
7th grade list 2014
The document is a letter from Mrs. Slavens to students and parents about the summer reading assignment. It outlines the purposes of summer reading to promote continuous reading habits and establish a springboard for class discussions in the fall. It encourages parents to support their children's reading development and provides the required reading and enrichment options for 7th grade, including books like The Hound of the Baskervilles and Summer of the Monkeys. It directs students to read one required text and one enrichment book and complete a bingo card of reading activities over the summer.
4 14-14
Today in 8th grade language arts class, the agenda included independent reading, a spelling pretest and choosing new spelling words, and Anne Frank House presentations. Assignments for the week are to complete assignment #4 on Anne Frank, take the spelling test on Friday, and study the vocabulary words for unit 14, including words like immigrate, moodiness, and calligraphy.
4 14-14
The document provides an agenda and instructions for a literary analysis assignment in 8th grade Language Arts. It outlines that students will do independent reading, spelling pretests, and work on a literature analysis. It details the components of a strong analysis including an introduction with a summary, thesis, evidence from the text, and conclusion. Students are given a graphic organizer to guide their analysis of a book by identifying what they liked and disliked, memorable events, fascinating parts, and questions about themes, characters, and the author's style.
4 3-14
1. The document contains an agenda for a 7th grade language arts class that includes independent reading, an online quiz, a lesson on plot elements, and an assignment on analyzing the end of the book ROTHMC.
2. It defines the main elements of plot as exposition, rising action, climax, falling action, and resolution. It also lists different types of conflicts.
3. It provides a list of events from the book ROTHMC and asks students to arrange them in the proper locations on a plot map.
4 3-14
1. The document appears to be notes from an 8th grade language arts class that took place on April 3, 2014.
2. The class included independent reading, a grammar review focusing on parts of speech, and a biography about Anne Frank.
3. Assignments given were a vocabulary writing assignment due Friday, a parts of speech test also due Friday, and a reading response due Monday.
4 3-14
1. The document appears to be notes from an 8th grade language arts class that took place on April 3, 2014.
2. The class included independent reading, a grammar review focusing on parts of speech, and a biography about Anne Frank.
3. The grammar review consisted of multiple choice and true/false questions about nouns, pronouns, adjectives, and verbs.
4 2-14
1) The document is notes from an 8th grade language arts class on April 2, 2014.
2) The class covered prepositions and prepositional phrases, with examples and exercises identifying prepositions and writing prepositional phrases.
3) Homework assignments included a paragraph on the lesson, a parts of speech test, and a vocabulary writing assignment due the following Friday.
4 1-14
This document contains notes from an 8th grade language arts class. The agenda includes independent reading, grammar, and a biography of Anne Frank. Assignments include writing paragraphs about being a giant and a parts of speech poem. The notes define adverbs and provide examples of adverbs that describe how, when, or where an action occurs. Students are asked to identify adverbs in sentences and determine if a word is an adverb based on the type of question it answers. The notes sort adverbs into categories and provide examples of filling in blanks with adverbs to describe verbs. Students are instructed to include at least ten adverbs in a journal entry imagining what life would be like as a giant.
3 31-14
Here are five original sentences with the requested parts of speech:
1. The tall trees swayed gently in the breeze. (noun: trees, adjective: tall)
2. She enjoyed the beautiful sunset. (pronoun: She, adjective: beautiful)
3. Their fluffy cat purred contentedly. (pronoun: Their, adjective: fluffy)
4. We ate delicious pizza for dinner. (pronoun: We, adjective: delicious)
5. I saw an interesting program on television last night. (pronoun: I, adjective: interesting)
3 10-14
Today in 8th grade language arts class, the agenda included a quiz on the novel Never Played in the Kitchen, choosing vocabulary words, and working on a thesis rough draft. Assignments for the week included finishing reading chapters 7-8 and 9-11 of the novel, writing definitions for vocabulary words, and completing the rough draft by Friday, March 14th. The document also included a list of 30 vocabulary words for students to choose from for an upcoming assignment.
3 31-14
This document contains an agenda for a 7th grade language arts class that includes independent reading, turning in thesis papers and sharing, and completing assignments from chapters 9-10 of a book. It also includes causes and effects from a reading, and instructions for students to find examples of dialect and non-standard English from chapters 1-7 of the book Roll of Thunder, Hear My Cry and translate them into standard English.
3 24-14
The document contains notes from a 7th grade language arts class that include:
1. An agenda covering spelling/vocabulary, a quiz, and a thesis paper assignment.
2. Assignments due for the next class including reading chapters and completing worksheets.
3. A diagram of Logan's house labeling different rooms.
4. Requirements for a thesis paper draft to be completed and submitted by Monday, including a title page, outline, 3-5 page paper, and works cited page with a parent-edited draft attached.
3 24-14
The document outlines the agenda and assignments for an 8th grade language arts class on March 24, 2014. The agenda includes independent reading, spelling and vocabulary, and working on a thesis paper. Assignments due on Friday are a vocabulary packet, spelling post-test, and a parent editing sheet. The final draft of the thesis paper, including a title page, outline, 4-6 page paper, and works cited page with the parent-edited draft paper clipped behind, is due on Monday.
3 10-14
Today in 8th grade language arts class, the agenda included a quiz on chapters 7-8 of NPITW using the Socrative website with room code 625078, choosing vocabulary words, and working on a rough draft of a thesis. Assignments for the week included finishing chapters 9-11 of NPITW by Thursday, writing about vocabulary words by Friday, and completing a rough draft by Friday, March 14th. A list of 30 vocabulary words was also provided.
2 19-14
The document outlines the agenda for a 7th grade language arts class, including assignments on independent reading, choosing spelling words, and thesis statements/research. It provides two lists of spelling words to choose from. It also gives examples of dependent clause (DC) and independent clause (IC) statements, explaining they are complex sentences beginning with words like "if", "although", or "because". It provides three examples of DC/IC statements, such as "If you are looking for an excellent school year, vote John Smith for class president."
2 19-14
The document contains notes from an 8th grade language arts class held on February 19, 2014. The agenda includes finishing thesis statements by the end of class, having a spelling post test on the words listed, and working on vocabulary unit 11. Examples are provided of dependent clause introductory statements (DC, IC) that can be used to write complex sentences, such as "If you are looking for an excellent school year, vote John Smith for class president" and "Even though murder is a heinous, inexcusable crime, capital punishment is not the answer."
2 18-14
The document is a notebook from an 8th grade language arts class that discusses thesis statements. It begins with the day's agenda, which includes independent reading, a spelling pretest, and a lesson on thesis statements. It then defines what a thesis statement is, noting that it lets the reader know what the paper will be about and what position it takes. A good thesis statement should tell the topic and position. Examples of thesis statements are provided. The document also discusses what a thesis statement is not and provides examples of number statements and DC/IC statements. It concludes with examples of poor and good thesis statements for students to evaluate.
2 18-14
The document is notes from a 7th grade language arts class on February 18, 2014. It discusses thesis statements, including that a thesis statement should tell the reader the topic and position and is not a promise, question, or few words about the topic. It provides examples of effective thesis statements and explains that a thesis statement fits in the introduction of a paper and ties together the body paragraphs. The notes also cover identifying number statements and dependent clause (DC/IC) statements and determining strong versus poor thesis statements.
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2014 bingo
This document is a summer reading bingo card with various reading activities for students to complete over the summer break. The card contains 25 squares with reading tasks like reading 10 books, checking out a book from the library, reading books in different genres like mysteries or poetry, and sharing books with friends. Students get their parents to initial each square after completing the task. Completing different patterns on the card like a blackout or four corners results in different point totals to encourage reading a variety of materials.
8th grade list 2014
The document is a letter from Mrs. Slavens to students and parents about the upcoming summer reading assignment. It outlines the purposes of summer reading to promote continuous reading habits and establish a springboard for discussions in the fall. It encourages parents to support their children's reading development and provides a list of required texts and enrichment choices for 8th grade students to read over the summer, with assessments and discussions planned for the start of the school year.
7th grade list 2014
The document is a letter from Mrs. Slavens to students and parents about the summer reading assignment. It outlines the purposes of summer reading to promote continuous reading habits and establish a springboard for class discussions in the fall. It encourages parents to support their children's reading development and provides the required reading and enrichment options for 7th grade, including books like The Hound of the Baskervilles and Summer of the Monkeys. It directs students to read one required text and one enrichment book and complete a bingo card of reading activities over the summer.
4 14-14
Today in 8th grade language arts class, the agenda included independent reading, a spelling pretest and choosing new spelling words, and Anne Frank House presentations. Assignments for the week are to complete assignment #4 on Anne Frank, take the spelling test on Friday, and study the vocabulary words for unit 14, including words like immigrate, moodiness, and calligraphy.
4 14-14
The document provides an agenda and instructions for a literary analysis assignment in 8th grade Language Arts. It outlines that students will do independent reading, spelling pretests, and work on a literature analysis. It details the components of a strong analysis including an introduction with a summary, thesis, evidence from the text, and conclusion. Students are given a graphic organizer to guide their analysis of a book by identifying what they liked and disliked, memorable events, fascinating parts, and questions about themes, characters, and the author's style.
4 3-14
1. The document contains an agenda for a 7th grade language arts class that includes independent reading, an online quiz, a lesson on plot elements, and an assignment on analyzing the end of the book ROTHMC.
2. It defines the main elements of plot as exposition, rising action, climax, falling action, and resolution. It also lists different types of conflicts.
3. It provides a list of events from the book ROTHMC and asks students to arrange them in the proper locations on a plot map.
4 3-14
1. The document appears to be notes from an 8th grade language arts class that took place on April 3, 2014.
2. The class included independent reading, a grammar review focusing on parts of speech, and a biography about Anne Frank.
3. Assignments given were a vocabulary writing assignment due Friday, a parts of speech test also due Friday, and a reading response due Monday.
4 3-14
1. The document appears to be notes from an 8th grade language arts class that took place on April 3, 2014.
2. The class included independent reading, a grammar review focusing on parts of speech, and a biography about Anne Frank.
3. The grammar review consisted of multiple choice and true/false questions about nouns, pronouns, adjectives, and verbs.
4 2-14
1) The document is notes from an 8th grade language arts class on April 2, 2014.
2) The class covered prepositions and prepositional phrases, with examples and exercises identifying prepositions and writing prepositional phrases.
3) Homework assignments included a paragraph on the lesson, a parts of speech test, and a vocabulary writing assignment due the following Friday.
4 1-14
This document contains notes from an 8th grade language arts class. The agenda includes independent reading, grammar, and a biography of Anne Frank. Assignments include writing paragraphs about being a giant and a parts of speech poem. The notes define adverbs and provide examples of adverbs that describe how, when, or where an action occurs. Students are asked to identify adverbs in sentences and determine if a word is an adverb based on the type of question it answers. The notes sort adverbs into categories and provide examples of filling in blanks with adverbs to describe verbs. Students are instructed to include at least ten adverbs in a journal entry imagining what life would be like as a giant.
3 31-14
Here are five original sentences with the requested parts of speech:
1. The tall trees swayed gently in the breeze. (noun: trees, adjective: tall)
2. She enjoyed the beautiful sunset. (pronoun: She, adjective: beautiful)
3. Their fluffy cat purred contentedly. (pronoun: Their, adjective: fluffy)
4. We ate delicious pizza for dinner. (pronoun: We, adjective: delicious)
5. I saw an interesting program on television last night. (pronoun: I, adjective: interesting)
3 10-14
Today in 8th grade language arts class, the agenda included a quiz on the novel Never Played in the Kitchen, choosing vocabulary words, and working on a thesis rough draft. Assignments for the week included finishing reading chapters 7-8 and 9-11 of the novel, writing definitions for vocabulary words, and completing the rough draft by Friday, March 14th. The document also included a list of 30 vocabulary words for students to choose from for an upcoming assignment.
3 31-14
This document contains an agenda for a 7th grade language arts class that includes independent reading, turning in thesis papers and sharing, and completing assignments from chapters 9-10 of a book. It also includes causes and effects from a reading, and instructions for students to find examples of dialect and non-standard English from chapters 1-7 of the book Roll of Thunder, Hear My Cry and translate them into standard English.
3 24-14
The document contains notes from a 7th grade language arts class that include:
1. An agenda covering spelling/vocabulary, a quiz, and a thesis paper assignment.
2. Assignments due for the next class including reading chapters and completing worksheets.
3. A diagram of Logan's house labeling different rooms.
4. Requirements for a thesis paper draft to be completed and submitted by Monday, including a title page, outline, 3-5 page paper, and works cited page with a parent-edited draft attached.
3 24-14
The document outlines the agenda and assignments for an 8th grade language arts class on March 24, 2014. The agenda includes independent reading, spelling and vocabulary, and working on a thesis paper. Assignments due on Friday are a vocabulary packet, spelling post-test, and a parent editing sheet. The final draft of the thesis paper, including a title page, outline, 4-6 page paper, and works cited page with the parent-edited draft paper clipped behind, is due on Monday.
3 10-14
Today in 8th grade language arts class, the agenda included a quiz on chapters 7-8 of NPITW using the Socrative website with room code 625078, choosing vocabulary words, and working on a rough draft of a thesis. Assignments for the week included finishing chapters 9-11 of NPITW by Thursday, writing about vocabulary words by Friday, and completing a rough draft by Friday, March 14th. A list of 30 vocabulary words was also provided.
2 19-14
The document outlines the agenda for a 7th grade language arts class, including assignments on independent reading, choosing spelling words, and thesis statements/research. It provides two lists of spelling words to choose from. It also gives examples of dependent clause (DC) and independent clause (IC) statements, explaining they are complex sentences beginning with words like "if", "although", or "because". It provides three examples of DC/IC statements, such as "If you are looking for an excellent school year, vote John Smith for class president."
2 19-14
The document contains notes from an 8th grade language arts class held on February 19, 2014. The agenda includes finishing thesis statements by the end of class, having a spelling post test on the words listed, and working on vocabulary unit 11. Examples are provided of dependent clause introductory statements (DC, IC) that can be used to write complex sentences, such as "If you are looking for an excellent school year, vote John Smith for class president" and "Even though murder is a heinous, inexcusable crime, capital punishment is not the answer."
2 18-14
The document is a notebook from an 8th grade language arts class that discusses thesis statements. It begins with the day's agenda, which includes independent reading, a spelling pretest, and a lesson on thesis statements. It then defines what a thesis statement is, noting that it lets the reader know what the paper will be about and what position it takes. A good thesis statement should tell the topic and position. Examples of thesis statements are provided. The document also discusses what a thesis statement is not and provides examples of number statements and DC/IC statements. It concludes with examples of poor and good thesis statements for students to evaluate.
2 18-14
The document is notes from a 7th grade language arts class on February 18, 2014. It discusses thesis statements, including that a thesis statement should tell the reader the topic and position and is not a promise, question, or few words about the topic. It provides examples of effective thesis statements and explains that a thesis statement fits in the introduction of a paper and ties together the body paragraphs. The notes also cover identifying number statements and dependent clause (DC/IC) statements and determining strong versus poor thesis statements.
More from Liz Slavens (20)
9 20-13
- 1. 92013.notebook 1 September 20, 2013 9/20/13 8th Grade Language Arts Agenda: 1. Library 2. Memoir work time 3. The Outsiders Assignments: -Reading Response (M) -Read chapter 3-4 (T) -Memoir Rough Draft (F)