8.31-Bell-ringer

Bell-ringer

Directions: Write the quote. Then, answer the questions that follow.

“Great minds discuss ideas; average minds discuss events; small minds discuss people.” – Eleanor Roosevelt

1.   What does this quote mean? Put it into your own words.

2.   Do you agree with Mrs. Roosevelt? Why or why not?

3.   What is Mrs. Roosevelt saying about those who are constantly gossiping?

Each fragment below is missing a complete subject or complete predicate. Re-write the sentences adding whichever part of the sentence is missing. You will need to write out the whole sentence. Have fun with these, but do not make them inappropriate. Then, underline the simple subject and the verb.

Ex: The student who flipped his bottle in class
Answer: The student who flipped his bottle was kicked out of the classroom.

1.       Monkeys from Nicaragua

2.       The frantic student, Alexa,

3.       Was excited when she saw her favorite band

4.       Scrubbed the grime out of the shower

5.       Watched Desi stuff his face with cupcakes

6.       The rusty and worn trampoline

7.       Perched on the curtain rod

8.       The tough greaser from Tulsa, Oklahoma,

9.       Had forgotten to attach the email

10.   Lost her grandma in the crowded shopping mall

8.30- Bell-ringer and Activity

Bell-ringer:

Directions: Rewrite the sentences, making any necessary corrections.

1.   Jennifer are the most old person in the class room.

2.   I dont like it win it ranes, especially win im on a plain.

3.   Before we eat grandma lets wash our hands.

4.   Suzie is intelligenter then George but he dont care.

       5.   What you writed was in correct cause your not smart.

Vocabulary Quiz
Click here

8.29- Bell-ringer

Bell-Ringer:

Create an original sentence for each of the words below. Use the word properly in your sentence, making sure to be mindful of its part of speech (noun, adjective, adverb, verb, etc.). Your sentences must be at least ten words long.

1. Appease—v. to bring to peace, quiet, ease, calm
2.   Apparent—adj. readily seen; easily viewed
3.  Apprehend—v. to arrest 
4. Arbor—n. a tree
5.  Archaic—adj. used in the past, but is no longer used in the present

8.28- Bell-ringer and Webquest

Bell-ringer:

Directions: Write the following sentences. Then, define the underlined words using context clues and prior knowledge.

1.     Please, appease the furious infant and give her a bottle!

2.     We thought the direction of the road was apparent because of the “One Way” sign.

3.     The police officer apprehended the chinchilla smuggler.

4.     Climb out of the arbor before you are covered in pine needles!

“This archaic device is called a typewriter,” said the tour guide.  


Webquest:
Complete PART 2 of the Webquest found here. 

Do not follow the website's directions. Write your answers on your own sheet of paper. If the resources they provide do not work or are not helpful, then you can use other resources. 

8.25- Bell-ringer and Vocabulary Squares

Bell-Ringer:

Why do you believe you have to study reading/language arts in school?

To answer this question, write at least one sentence for each part of reading/language arts: reading, writing, grammar, speaking, and research.

The Outsiders: Vocabulary Squares 

For each of the vocabulary words, you will need to write the word and definition in the top left corner, an original sentence using the word in the top right corner, a pictorial representation of the word in the bottom left corner, and a synonym and antonym of the word in the bottom right corner.  These will be due on Wednesday. 

1.)     Incredulous- adj. showing disbelief

2.)     Aloofness- noun the state of being cold, disinterested, or uncaring         (adj.-aloof)

3.)     Smoldering-adj./ verb to display bottled-up feelings of anger

4.)     Contemptuous- adj. showing disdain (disgust, hatred)

5.)     Nonchalantly- adv. Done in an uncaring way

6.)     Unceasingly- adv. done without a perceivable end

7.)     Rueful- adj. causing sorrow or pity

8.)     Gallant- adj. brave, noble, chivalrous

8.24- Bell-ringer

Bell-Ringer:

Directions: Write the quote; then, answer the questions that follow with complete sentences.

“I don't believe you have to be better than everybody else. I believe you have to be better than you ever thought you could be.” –Ken Venturi

1)    What does Mr. Venturi mean in this quote?

2)    Do you agree with Venturi? Why?

3)    How do you define success?

4)    Does everyone have the same definition of success? Explain.

8.23 Bell-ringer and Activity

Bell-Ringer:

Directions: Correctly write these incorrect sentences. If the group of words is a sentence fragment, add words to turn it into a sentence.

1.     Even though I has a bizzey day, I still wanna go to the movies to night.

2.     Because she should of been there.

3.     well be going to Toms birthday party on tuesday

4.     What time we gonna go to the grocery store?

5.     Leslie were mad cause, I stoled her cellphone.

Activity for today

1. Periods 1/7, 2/6, and 3/8, finish reading the gang related articles. If the article you started with yesterday is not on your table, then find it on another table. The questions are below. Finish all of the questions today. 

2

2. Everyone, finish your name research and identity project cover sheet. Directions for that are on Monday's post. 

3. Period 5, if you finish today's work, read one of the articles found on your table. 

4. Everyone, when you have completed EVERYTHING, then you may independently read. 

5. 8th Period! Make sure all of the ipads are returned and plugged in before you leave class. Thanks!

Be good today for the sub. If there is a drill, you know what to do. Help the sub out. 

Do good things. Make me proud. 

Article questions:

1.       What is the title of the article? (Use correct punctuation—put the title of the article in quotations.)

2.       Who is the author?

3.       Write a twenty-word (exactly) summary. (Complete sentences)

4.       What was most interesting about the article? (Complete sentences; restate the question)

5.       Who would benefit most from the information found in the article? Explain.(CS; RQ)

6.       What can be learned about gangs from this article? (CS;RQ)

7.       Each article includes some violence—how did this violence originate? If this is not explicitly stated in the article, make an inference. (CS;RQ)

8.       Using the information you have been given, describe why a person might join a gang? What are the benefits? What is the downside of membership in a gang? (CS;RQ)

9.       Write down the strongest sentence from the article (most descriptive, strongest verbs).

10.   Assume the editor wants to include an image with this article—what type of image would be best for this article? (CS;RQ)

8.22- Bell-ringer and Activity

Bell-Ringer:

            Create an original sentence for each of the words below. Use the word properly in your sentence, making sure to be mindful of its part of speech (noun, adjective, adverb, verb, etc.). Your sentences must be at least ten words long.

1.     Abhorrence-noun- a feeling of extreme hate; utter loathing

2.     Accede-verb- to give approval; agree

3.     Affix- verb- to fasten, join, or attach

4.     Alias- noun- a false name used to conceal one’s identity

             5. Amity- noun- friendship


Follow the instructions from yesterday to finish your Name Research and Identity Cover Sheet. 

Spelling List #1

1.    usually

2.    tomorrow

3.    sweet

4.    surveillance

5.    sleepiness

6.    sarcastic

7.    persuasive

8.    outrageous

9.    inaudible

10.  definitely

11.  beginning

12.  arranged

13.  adhesive

14.  accuracy

15.  access

8.21-Bell-ringer and Activity

Bell-Ringer

Directions: Write the sentences; then, define the underlined words using context clues and your prior knowledge.

1.     Because of her abhorrence of snakes, Linda hated going to the reptile hut.

2.     Thankfully, Mr. Gregory acceded with the proposal for more recess time.

3.     Please affix your buckle before the aircraft begins its journey into the sky.

4.     With her new disguise, Felicity will now be called by her alias, Fredrick.

5.     The amity between the two boys started when the one gave the other his favorite pudding.

Your Name Meaning

Now that you have researched the history of names, it is now time to figure out the meaning of your name (first, middle, and last… hopefully). The question below will help guide you as you research the meaning and history of your name.  Use www.behindthename.com for many of your answers. Your answers for this assignment DO NOT have to be complete sentences--but make them complete enough.

1. What is the meaning of your first name? Middle name(s)? Find a creative way to put the different meanings together. If you cannot find your name, then try to find a name that is either a variant of your name or a name that is close to your name. Be prepared for this to take you down a long and windy road.
2. What is the origin of your names (first and middle[s])? Basically, from what country did your name first originate?
3. What is the meaning of your last name? This one may require more research.
4. From where did your last name originate?
5. Who are some notable people from the past (and present) and literary characters (from books, movies, plays, etc.) who share a name with you? Describe who some of these people were.

Identity Project Cover Sheet

Create a cover sheet for the identity project that we will be completing throughout the school year. On the front of your white printer paper (which Mr. Spivy has), Write your full name (first, middle, and last). Then, draw a pictorial representation of what your name means. This should be neat, colorful, and portrait (up and down) orientation. Do not leave a lot of negative (blank) space on your cover sheet. On the back, write a two sentence explanation of what you drew on the front and why you drew it. Explain what each of your names means.

Bell-ringer and Activity 8.18

Bell-ringer:

Many times, it requires skills learned in different subjects to solve everyday problems. Each Friday, you will be presented with a math problem that requires you to read information and use the information to create an equation. You will not be required to write the prompt; simply, create and then solve the equation. Show your work. No calculator.

Compare different pay scales. Decide if it is better to receive $300 a week or to be paid hourly at a rate of $7.50 per hour. What other information is needed to make the decision between the two pay scales? Assume you work 40 hours/week; which pay would you choose? Assume you only worked 20 hours/week; which pay would you choose then? Why?

Show your work. 

Name Mini Research Project

Directions: Answer the questions below using complete sentences. To help you answer the questions, research possible answers online. Write the simple URL (www.example.org) beside your answer. Use the most reliable site; understand that .gov, .edu, and .org are more reliable than .com and .net. Do not use any website that has “wiki” in the name.

1. When and where were last names first used?
   
2. Why were last names first used?
   
3. What is a patronymic last name? Write three examples of a patronymic last name.
   
4. What is a locative last name? Write three examples of a locative last name?
   
5. What is an occupational or status last name? Write three examples of these.
   
6. What is a nickname last name? Write three examples of a nickname last name.
   
7. What is the most common last name in the United States? What type of last name is it (patronymic, locative, occupational, or nickname)?
   
8. What is the origin of the use of middle names?
   
9. What is the most common male first name in the United States? What is the most common female first name in the United States?
   
10. What is the most common male first name in the world? What is the most common female first name in the world?

Your Name Meaning

Now that you have researched the history of names, it is now time to figure out the meaning of your name (first, middle, and last… hopefully). The question below will help guide you as you research the meaning and history of your name.  Use www.behindthename.com for many of your answers. Your answers for this assignment DO NOT have to be complete sentences--but make them complete enough.

1. What is the meaning of your first name? Middle name(s)? Find a creative way to put the different meanings together. If you cannot find your name, then try to find a name that is either a variant of your name or a name that is close to your name. Be prepared for this to take you down a long and windy road.
2. What is the origin of your names (first and middle[s])? Basically, from what country did your name first originate?
3. What is the meaning of your last name? This one may require more research.
4. From where did your last name originate?
5. Who are some notable people from the past (and present) and literary characters (from books, movies, plays, etc.) who share a name with you? Describe who some of these people were.

Bell-ringer 8.17

Bell-ringer:

Directions: Write the quote. Then answer the questions that follow. 

"No matter who you are, somebody's learning from you. Everybody is a teacher, and everybody is a student" --Robby Novak, Kid President

1. Explain the second part of Novak's quote--how is everybody a teacher and a student?
2. Who is learning from you? What are you teaching them?

Bell-ringer 8.16

Many teachers will ask you about your summer; I, however, want you to write a paragraph (at least four sentences) about a story from your summer with an interesting twist. Instead of going swimming with your friends every day, you could write about swimming with your friends and being attacked by a fleet of pirates. Instead of going camping with your family, you could write about camping and encountering a troupe of ninjas. Take a simple, boring story and add some exciting details. Remember to elaborate, fabricate, and elongate.