301 Belluzzi/ Holness-301 Assignments

use attached sheet to study for upcoming quizzes. IF you do the questions, you may use the quesitons on the quizzes.

reread, listern and/or watch another version of "A Christmas Carol " play using the links attached below :



Then complete A Christmas Carol Flip Book 5 tabs-
1. study guide and symbolism chart,
2.plot diagram,
3. Scrooge & three ghosts,
4.Charles Dickens, Background & Settings
5. pop up cover page

Day 34 (May 8, 2020)- Complete the Review Vocabulary,Terms, and People assignment on p. 138 of the Module 4 text by CREATING A CROSSWORD PUZZLE. See page 138 for directions, google how to make a crossword puzzle if having difficulty.

Fill in the posted Reading Check Sheet and click "turn in" when finished.

Complete the posted Text Analysis form and click "turn in" when finished to submit.

Day 32 (May 6, 2020)- Complete the Interactive Notebook 7 WRITING response activity for Hieroglyphics and Hieratic Script. Answer the 7 questions using the RACES format ( Restate, Answer, Cite evidence from texts, Explain answer, Sum it up) These 7 questions will count as both a SS grade and a WRITING response grade. Be sure to answer completely.

Day 33 (May 7, 2020) - Reread your 7 Question responses and Revise, Edit, and TURN IN your Interactive Notebook Writing Response Activity for Hieroglyphics and Hieratic Script . Make sure you answer using complete sentences and valid text supporting reasons. Be sure to Use the RACES format for all 7 Questions for full credit. This is both a Social Studies and Writing Grade.

**Included is a Brain Break coloring activity and Fun facts sheet (optional).**

Complete the Question Support Sheet posted and click "turn in" when finished to submit. For #'s 1-3, you already answered these questions previously. You do not have to do them again. Just answer the questions on the sheet provided.

Please refer to the SS directions sheet for Days 31 for detailed directions of the assignment. There are NO paper packets, everything MUST be done via Google Classroom digitally and turned in daily. Please reach out to your teachers if you have questions or concerns!

Please refer to the SS directions sheet for Days for detailed directions of the assignment. There are NO paper packets, everything MUST be done via Google Classroom digitally and turned in daily. Please reach out to your teachers if you have questions or concerns!

Answer the Lesson 5 assessment questions (#1-5) found on page 136 . You can either type your completed answers on the digital document, or write in your Social Studies notebook and take a picture of your work and attach/turn in to Day 29 Digital Google Classroom Assignment for SS.

Please refer to the SS directions sheet for Days 27& 28 for detailed directions of the assignment. However, we have been following pattern of assignments. There are NO paper packets, everything MUST be done via Google Classroom digitally and turned in daily. Please reach out to your teachers if you have questions or concerns!

day 25-Complete the Interactive Notebook WRITING activity for Mummification. Read the passage on Mummification and answer the Writing prompt at the bottom of the page. Be sure to have a BME ( great lead to introduce the topic (rockin beginning), at least 3 things with support opinion reasons why, and a closing of the topic (jammin conclusion). (3 paragraph minimum) This will count as BOTH a SS and Writing Grade. Type your Essay in Google Classroom day 25 assignment for SS.

day 26- Reread your essay to Revise, Edit, and TURN IN your Interactive Notebook Writing Activity for Mummification. Add more descriptive vocabulary and valid supporting reasons. Try to add figurative language and opinion and text based support from Lesson 4.

Brain Break Coloring activity is just for fun and some Fun Facts included.

Fill in this sheet and click "turn in" when finished to submit.

Answer the questions found on page 357 on the sheet provided. Click "turn in" when finished to submit.

- Read "Nadia The Willful"
- Complete the Reading Strategy Sheet Attached

Answer the questions A-G on the provided sheet. Click "Turn in" when finished to submit.

Please refer to the SS directions sheet for Days 24 for detailed directions of the assignment. There are NO paper packets, everything MUST be done via Google Classroom digitally and turned in daily. Please reach out to your teachers if you have questions or concerns!

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of The Dog of Pompeii, Reading Check and Questions page, uploading it here and then submit.

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the The Dog of Pompeii vocabulary practice page, uploading it here and then submit.

Refer to SS direction Sheet days 20-34 for complete instructions. Everything must be done online and turned in on Google Classroom.

Please refer to the SS directions sheet for Days 20-21 for detailed directions of the assingment. However, we have been following pattern of assignments for 19 days now. This next 14 days there are NO paper packets, everything MUST be done via Google Classroom digitally. Please reach out to your teachers if you have questions or concerns!

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the The Dog of Pompeii TEXT ANALYSIS page, uploading it here and then submit.

Attach a picture of the story questions answers 1-8 from the selection page 337, The Dog of Pompeii that you wrote in your notebook OR complete on this document.

Then Submit

Attach a picture of the vocabulary definitions from the selection, Jeremiah's Song that you wrote in your notebook OR complete on this document.

Don't Forget to turn in.

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the Dog of Pompeii reading historical fiction page, uploading it here and then submit.

Be sure to give evidence from the text for all 6 examples

I have attached the digital copies for the packet work for days 14-19 Social Studies Lesson 3. Please complete the digital copies of Module 4 Lesson 3 the Middle Kingdom and New Kingdom. If you choose to attach pictures and not complete the digital copies, (for some pages it might be easier) then attach work here in this assignment for Lesson 3 -The Middle and New Kingdom


***Day 17 you can either send me a picture of your workbook or you can digitally submit the assigment in your hmh SS online assignments. Log in to the SS website.

Attach a picture of the story questions answers A-J from the selection, The Dog of Pompeii that you wrote in your notebook OR complete on this document.

Then Submit

UPDATE 4/2/20- I have attached the digital copies for the packet work for days 1-7 Social Studies Lesson 1 . IF you completed the packet and already sent me pictures your work for all of the first lesson in module 4- Kingdoms of the Nile you DO NOT have to redo these worksheets or submit. The pictures are to be graded.

Only students who have not sent me pictures of their packet or are having trouble uploading pictures are to complete the digital copies of each assignment. I am extending the submission date of "Lesson 1 " days 1-7 work till 4/9/20. Please complete the digital work, ( by copying your answers in the packet) no later than Spring Break 4/9/20.

***Day 4 you can either send me a picture of your workbook or you can digitally submit the assigment in your hrw SS online assignments. Log in to the SS website.

UPDATE 4/2/20- I have attached the digital copies for the packet work for days 1-7. IF you completed the packet and already sent me pictures your work for all of the first story - Ghost of the lagoon, you DO NOT have to redo these worksheets or submit. The pictures are to be graded.

Only students who have not sent me pictures of their packet or are having trouble uploading pictures are to complete the digital copies of each assignment. I am extending the submission date of "Ghost of the Lagoon" days 1-7 work till 4/9/20. Pleae complete the digital work, ( by copying your answers in the packet) no later than Spring Break 4/9/20.

UPDATE 4/2/20- I have attached the digital copies for the packet work for days 1-7 Social Studies Lesson 2. Please complete the digital copies of Module 4 Lesson 2 the Old Kingdom. If you choose to attach pictures and not complete the digital copies, (for some pages it might be easier) then attach work here in this assignment for Lesson 2 -The Old Kingdom


***Day 11 you can either send me a picture of your workbook or you can digitally submit the assigment in your hrw SS online assignments. Log in to the SS website.

Attach a picture of the story questions answers 1-6 from the selection page 231, Jeremiah's Song that you wrote in your notebook OR complete on this document.

Then Submit

Attach a picture of the story questions answers A-J from the selection, Jeremiah's Song that you wrote in your notebook OR complete on this document.

Then Submit

Attach a picture of the vocabulary definitions from the selection, Jeremiah's Song that you wrote in your notebook OR complete on this document.

Then Submit

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the Jeremiah's song vocabulary practice page, uploading it here and then submit.

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the Jeremiah's Song TEXT ANALYSIS page, uploading it here and then submit.

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the Jeremiah's song Monitoring page, uploading it here and then submit.

Be sure to make at least 3 predicitons and 3 clues from the story.

Here is a digital copy of your packet. This way you can type on here and then just submit. If you already did it in the packet, it's easy just copy your work onto here. Or do it the previous method, by taking a picture of the hand written work of the Jeremiah's song, Reading Check and Questions page, uploading it here and then submit.

6 assignments due for SS/4 assignments due for ELA-
Please once you have ALL 7 days ( days 1-7 of the school closure packet) post pictures of your completed work here all in one place. We can start giving you credit for the hard work you are doing! Do not submit until all 7 days activities are uploaded and completed.


Parents/Students with an iPhone or iPad you actually have a scanner! If you are planning to scan any work to your teachers can use the ‘Notes App’.

Open a new note, press the camera button, the option to scan document will pop up. Once the document is scanned you can email it with less band with then a photo.

OR to use your computer to take pictures and send via google drive:

https://www.wikihow.com/Take-a-Photo-by-Camera-on-a-Laptop

Please once you have ALL 7 days ( days 1-7 of the school closure packet) post pictures of your completed work here all in one place. We can start giving you credit for the hard work you are doing! Do not submit until all 7 days activities are uploaded and completed.

Parents/Students with an iPhone or iPad you actually have a scanner! If you are planning to scan any work to your teachers can use the ‘Notes App’.

Open a new note, press the camera button, the option to scan document will pop up. Once the document is scanned you can email it with less band with then a photo.

Be sure to include the entire writing process when submitting into the finished work bin- graphic organizer, draft, revise checklist, print publish. Also, submit publish copy online.

Essay should include an opening paragraph ( rockin beginning lead-bridge-thesis) , 3 middle reasons with 3 text/opinon based support paragraphs (reason- text support- text support- opinion support- closing sentence), and a closing paragraph( restate topic, restate thesis, end with clincher)

Essay is a project grade- ALL Parts of Writing Process will be included in the assessment.

After reading the core novel Maniac Magee ,

DIRECTIONS: students will complete graphic organizers of choice ( 5 different options), then create a 4 paragraph essay.

Then students will use the NJSLA format (OMMC) to draft a 4 paragraph Compare/Contrast essay answering the prompt:
" How is Maniac Magee the same and different as (your choice of graphic organizer comparison)" or
" How are YOU the same and different as a character in the book"

Type your draft on google docs and submit here
Paragraph 1- (Opening, refer to OMMC)
Paragraph 2 - How are they alike , 3 examples with support from text and self
Paragraph 3- How are they different, 3 examples with support from text and self
Paragraph 4- (Closing, refer to OMMC)

Complete and submit. READ questions carefully.

After reading Maniac Magee novel by Jerry Spinelli and discussing point of view and narrator’s role in a text,

THEN,Students will be able to pick any scene from the book and give 4 other character’s point of view on what happened in that scene. and complete narrator’s tab

DIRECTIONS:
complete point of view and narrator tabs with evidence from the text . Then, ,cut, color, and glue into the interactive notebook section.

Given the vocabulary words from the novel Maniac Magee in chapters 31-46,

DIRECTIONS : students will identify and apply the tested Vocabulary words (replica, desolation, feat, extort, gauntlet, illusion) completing booklet p 10-16.

Once finished then practice Boom Cards chapter 33-36 and chapters 37-41 and chapters 42-46

students will answer comprehension questions in their reading response notebook FOR CHAPTERS 31-46 ( 16 QUESTIONS IN TOTAL ) using the R.A.C.E.S model. (REMEMBER the S in RACES is SUM IT UP)

Complete NJSLA packet for a QUIZ grade.

This round is graded for correction not only completion.


Then, practice Boom Cards online for upcoming quiz

After reading the Core Novel, “Maniac Magee” , Ch 12-35 , discussing the places that Jeffrey stayed at the Elmwood Park Zoo, the Beales’ home, the equipment room with Grayson, and now with John McNab.

Complete the Venn Diagram to compare three “homes” Maniac has had.

DIRECTIONS: students will Complete the Venn Diagram to compare three “homes” Maniac has had.

In station 4 Technology/Research, YOU were asked to write 2 paragraphs that compared and contrasted your group's theme with either a current song, novel, poem, children's story, popular movie, or a current event. These are your 2 middle paragraphs.

( use OMMC)-
First, You are now going to add an introduction paragraph
Sentence 1. Introduce writing prompt and the idea of theme in Maniac Magee
Sentence 2. Give The group's theme and example of how it is shown in the book.
Sentence 3. State what 2 things you compared that theme to.
Sentence 4. Invitation to read on.

Next, add your 2 middle paragraphs (station 4)

Finally, add a CLOSING
Sentence 1: restate the topic of theme (list some themes found in Maniac Magee
Sentence 2: Restate your group's theme and give a different example of how it is shown in Maniac Magee
Sentence 3: Restate your 2 comparisons
Sentence 4: Create a clincher

After reading Part 1 ( and some of Part 2 ) of Maniac Magee, students will recall 3 themes.
THEN,students will be able to identify 2 of the recurring themes found in the text. and provide 2 text-based PROOF for each-
1 being a QUOTE that supports and
another being a SCENE ( you may draw it with dialogue, or paraphrase/summarize the scene )



DIRECTIONS: students are to find a QUOTE and DRAW a SCENE with DIALOGUE/or summarize a scene for Group's theme and repeat for 1 other theme of choice. Then, on the baseballs students write 3 theme's that recur in the book ( group's theme and 2 others).
students will have both the theme review interactive notebook and theme activity worksheet 100% completion ,cut, colored, and glued into the interactive notebook section

After identifying and finding examples of group’s assigned theme,

DIRECTIONS: students will read the passage and information in shmoop on the theme and answer corresponding questions in NJSLA/TECHNOLOGY section of notebook/binder. IF a question has not been read yet( part 3 of Maniac Magee), students are to write the question down and when we read it later on, go back and answer.

Students will then locate 2 different items from the following list that have a similar theme to the group's theme from Maniac Magee.

a current song
a novel
a poem
a children's story
a popular movie
a current event

Students should write 2- one paragraphs of explanation for each pair, describing how the two pieces are similar and different. RESEARCH and fact based is required to create evidence of same theme.

After reading the core novel Maniac Magee PART 1, and discussing the PEEL prompt model with your group,

DIRECTIONS students will choose 2 of the 3 prompts provided ,using the PEEL prompt model, point, evidence, explain, link
In THE WRITING SECTION students are to paste liifted colored tabs answering each part of the PEEL for 1 prompt under the titles,
THEN repeat PEEL model with another prompt paragraph format .

students will choose 2 of the 3 prompts provided and complete wriiting portion, then cut and color placing in the writing section.

After reading the Core Novel, “Maniac Magee” Part 1 and Part 2 , discussing Jeffrey’s character change throughout and continuing to learn about the main character, Maniac Magee

DIRECTIONS: students will identify Maniac’s 3 evidence of thoughts, 3 lessons he learned, 3 actions and 3 themes giving evidence to support

Paste in PBL section of notebook, giving 3 support/answers under the COLORED tabs of each - thoughts, lessons learned, actions and themes.

Given the vocabulary words from the novel Maniac Magee in chapters 21-30,

DIRECTIONS : students will identify and apply the tested Vocabulary words (grates, solitude,ranting, contortions) completing booklet p 7-9.
AND
students are to define 20 additional vocabulary words from chapter 17-26.
( SEE LIST BELOW FOR ADDITIONAL WORDS)

COMPLETE QUIZ

students will answer comprehension questions in their reading response notebook FOR CHAPTERS 21-30 ( 10 QUESTIONS IN TOTAL ) using the R.A.C.E model.

After reading the core novel Maniac Magee chapters 6-11,

DIRECTIONS: students will complete
2 graphic organizers ( maniac magee - 3 evidence of heroic acts, own hero - 3 evidence of heroic acts)

Then students will use the NJSLA format to draft a 4 paragraph opinion essay answering the prompt:
" Who is the hero in your story? Compare the heroic character (Maniac Magee) to some one in your life that you think is heroic.

Type your draft on google docs and submit here.

Given the vocabulary words from the novel Maniac Magee in chapters 11-21,

DIRECTIONS : students will identify and apply the tested Vocabulary words (grates, solitude,ranting, contortions) completing booklet p 4-6.
AND
students are to define 23 additional vocabulary words from chapter 6-16.
( SEE LIST BELOW FOR ADDITIONAL WORDS)

After reading the Core Novel, “Maniac Magee” chapters 11-21,

DIRECTIONS:
Complete Chapter 16-17 constructed response -character change sheet

Then complete character traits for the 5 main character giving at least 3 character traits to describe each characters personality and explain what actions, feelings, or physical appearances allow the character to be called that trait. Do not complete the Significance part of the chart.

Complete NJSLA packet for a quiz grade. This round is graded for correction not completion.
Then, practice Boom Cards online Deck 16-21 for upcoming quiz

students will answer comprehension questions in their reading response notebook FOR CHAPTERS 11-20 ( 12 QUESTIONS IN TOTAL ) using the R.A.C.E model.

After reading and discussing chapters 15-21, students will be able to identify the effects of events that shape Maniac Magee’s life and decisions ch 17-21 (problem/solution) Students will also be able to determine dialect in chapter 15 (dialect)


DIRECTIONS: students aret to COMPLETE both Dialect and Problem Solution Chain Sheets

Please complete all multiple choice questions .

Maniac Magee Part 1 Test
Please complete all multiple choice questions.

Complete 6 multiple choice after reading each passage. Submit test online. Then complete 3 open-ended responses using R.A.C.E format on paper and submit in the finished work bin.

quiz total of 12 questions -
6 multiple choice (worth 50%) 3 open ended responses ( worth 50%) ( page 3 of study guide)

After reading the Core Novel, “Maniac Magee” chapters 1-11, students are introduced to Amanda Beale, John McNab and Mars Bars,

DIRECTIONS: students will identify 3-5 character traits to describe each characters personality and explain what actions, feelings, or physical appearances allow the character to be called that trait. Then, students will compare and contrast two of the characters encounters with Maniac Magee. ( John McNab and Mars Bars)

Measure: correctly completing both activities that identify the 3 character traits for each with text based support and correctly identify at least 1 similar and 1 different interaction with Maniac Magee.

After reading the core novel Maniac Magee chapters 1-5,

DIRECTIONS: students will choose 1 of the 3 prompts provided for chapters 1-5,

EITHER 1.students will write an exaggerated story,
2. informational paragraph on a nickname given,
3. or a scary place in your community.
BE SURE TO include the facts and details from the core novel to answer 1 of the 3 prompts
( SEE DETAILED DIRECTIONS ATTACHED)

After reading and discussing chapters 1-4, students will be able to identify the effects of events that shape Maniac Magee’s life and decisions. Students will also be able to recall and organize 3 main events that occur in chapter 4 ( summarizing)

DIRECTIONS: students aret to COMPLETE both the cause and effect and summarizing activity worksheet

Complete Quiz- Be sure to read each passage for the answers. Submit. Then complete the 2 open-ended responses.

Given the vocabulary words from the novel Maniac Magee in chapters 1-10,

DIRECTIONS : students will identify and apply the tested Vocabulary words ( maniac, suffice, allergy, finicky) completing booklet p 1-3.
AND
students are to define 10 additional vocabulary words from chapter 1-5.
( SEE LIST BELOW FOR ADDITIONAL WORDS)

After being introduced to the author Jerry Spinelli and some of his works,

DIRECTIONS: students will follow a research outline to learn more about the author and construct an informational essay on their findings and draw a portrait of the author

students will answer comprehension questions in their reading response notebook FOR CHAPTERS 1-10 ( 12 QUESTIONS IN TOTAL ) using the R.A.C.E model.

-Type your draft of give/receive opinion writing (OMC) adding the paragraph of favorite gift or received over the holidays.
-Use the OMMMC rubric

your essay should be 4 paragraphs- OMMC

SUBMIT YOUR ESSAY ON THIS ASSIGNMENT

Log in to your hrw school play reading online account. Practice Good Deed vocabulary with the online games.

Then work on A Christmas Carol Flip Book 5 tabs-
1. study guide and symbolism chart,
2.plot diagram,
3. Scrooge & three ghosts,
4.Charles Dickens, Background & Settings
5. pop up cover page

Complete both activities :

1.Complete the internal/external conflict activity using the story, " The Good Deed" Then Color and Paste in your interactive notebook section of your reading notebook/binder.

2. Complete the 2nd Activity focusing on the different types of internal/external conflict. Write the type of conflict on the header tab. Then cut out and paste the examples under the correct conflict type column.

After reading the holt short story " A good Deed",

Answer the comprehension questions found on page 63. Answer #1-8 using the R.A.C.E model. ( you do not have to answer #5 or copy the questions as long as you answer with R.A.C.E)

Complete the packet that focuses on paired text with the NJSLA type questions.

Using the NJSLA format copy provided,

Answer the prompt provided focusing on " The School Play"

Using the story The school play in the Holt Anthology you are to create the plot pyramid in your interactive notebook section.

First, Fill in pyramid with 5 plot elements of the story.
Next, color and cut all parts.
Then, paste in 2nd section in the interactive notebook.
Finally give the activity the title: School Play Stations Holt Round 1

In the story the school play, the students of the 6th grade class perform a play based on the event in history known as the Donner Party.

You are to watch the History video in your HRW account linked to the story the school play. As you watch, complete the plot elements chart.

When complete, work on Donner Party Comprehension packet. It is to be completed in both stations 4 & 5 this round.

In the school play, Belinda is a bully to Robert. This affects Robert in various ways. Bullying is a common issue dealt with in life.

As a group you are to create 1 google slides/powerpoint presentation about Bullying answering the 5 questions and a cover.

The presentation MUST have 6 slides. Each slide( minus the cover) is to be presented in paragraph format ( topic sentence- 3 supports-summary) answering 1 question.
Restate the question and answer, give 3 researched supports, close the question.

Be sure to research each question and rephrase the information/answer found. Do not plagiarize.

This is a 1 group Writing Research Project grade worth 100 points (genre: Informational Writing). Be sure to include all criteria needed. Attached are the ditto directions with questions.

Log in to your hrw school play reading online account. Practice School Play vocabulary and current story, The Good Deed, vocabulary online games.

Then read the Donner Party comprehension packet. Identify 4 unfamiliar vocabulary and complete the Vocabulary page of the packet.

Once finished vocabulary related assignments, complete Donner Party packet in stations 4 and 5.

Assignment counts towards Reading classwork and Social Studies classwork

Choose 1 of the 2 activities, then complete the comprehension questions in your 1st section of your reading notebook. . An attached file of the questions sheet is below.

RESEARCH:
Students are to watch online videos about what to do if being bullied ( brainpop videos provided in class only), collecting information on what to do if a person is being bullied.

Then, EACH student is to draft a Anti-Bullying poster/Informational paragraph in their PBL notebook section. Once approved, a poster is to be created following the criteria below:

Anti-Bullying Poster Must have
-Slogan
-Colored/printed picture
-1 paragraph explaining what a student is to do if he/she is being bullied. (Introduce, Remember power of 3's, close topic)
- poster neat, colored and no bigger than 9x12 ( computer paper size)

This assignment counts as reading and writing project grades.

Use your research and Graphic organizer that consists of the 4 boxes- origin/ description/personal opinion/cite source from Round 4 NJSLA Favorite Beliefs webquest activity.

Now write a NJSLA 5 paragraph drafted essay using the NJSLA format attached.

You are to publish all 7 journals either typed or hand written neatly. Be sure to revise, edit, and review the rubric before printing. Then, complete the cover. This Project will be completed in both Station 3 and Station 6 of Round 5 Tuck Everlasting Small Groups. This will count as both a writing and Reading Project Grade.

You are to complete the cover for journal booklet.
The cover must consist of:
Title: Tuck Everlasting Point of View Journals
Picture: Draw and Color the most important scene of the book
Author: Write your name, Homeroom and Classroom number

This is a group project assignment. Everyone must participate .
Read the following 2 attachments.

Your group can not pick a character that is already chosen by another group in the class. This Project will be completed in Round 5 Station 1 and Station 2. ONE completed. Character Galoot is to be handed in by the entire group.

This is a group project assignment. Everyone must participate .
Read the following 2 attachments.

Your group can not pick a character that is already chosen by another group in the class. This Project will be completed in Round 5 Station 1 and Station 2. ONE completed. Character Galoot is to be handed in by the entire group.

You are to publish all 7 journals either typed or hand written neatly. Be sure to revise, edit, and review the rubric before printing. Then, complete the cover. This Project will be completed in both Station 3 and Station 6 of Round 5 Tuck Everlasting Small Groups. This will count as both a writing and Reading Project Grade.

You are to complete the cover for journal booklet.
The cover must consist of:
Title: Tuck Everlasting Point of View Journals
Picture: Draw and Color the most important scene of the book
Author: Write your name, Homeroom and Classroom number

Complete the Vocabulary Assessement for Tuck Everlasting. You must submit in the Finished work bin on the day you go to this station. To be completed INDEPENDENTLY, but you may use your vocabulary notes.

students are to imagine you are the man in the yellow suit and you now own the fountain of youth. YOU are responsible to write a speech and create an advertisement poster to help persuade your audience to purchase it.

In your speech be sure to follow the graphic organizer and speech criteria ( 5 paragraphs, opening, reason 1 with supports, reason 2 with supports, reason 3 with supports, closing with persuasive vocabulary)

Your poster must include a picture of the product, slogan, a name of the product, color and design and persuasive vocabulary.

Both speech and poster must include slogan, name of product, and persuasive vocabulary.

Make a copy and title it PBL Journal Entries with your name next to it.

Type and Attach ALL your journal entries for Miles and Man in the Yellow suit

Be sure to refer to the RUBRIC for scoring criteria.

MAKE SURE IT IS IN JOURNAL WRITING FORMAT.

2 Journal entries need to be submitted by 11/01/19. Must hit Turn In Button

Remember this round I am grading for complete response answers! USE RACE

Complete All Comprehension questions for chapters 20-epilogue in the Reading Response Section of your notebook/binder. Restate the question and fully support the answer by using text-based support. ( reread and refer to the chapter ) BE SURE TO LABEL EACH CHAPTER when answering the questions. Classwork not finished in HUB becomes Homework. This assignment is worth 1 cw/hw point for EACH chapter reading response question.

reread parts of Tuck Everlasting, to identify MIles and the Man in the Yellow suit stand on living forever. Does he/she like it or hate it. Then, write a TWO SEPERATE journal entries from each charachter.

In each journal be sure to add a quote or qoutes depicting their feelings on being immortal. Be sure to answer the 5 w's in each journal. Be sure to demonstrate in the journal what type of character trait (Miles and Man in the Yellow suit) have that shapes his/her point of view.

TASK:

Students are to write a journal entry for the point of view of Man in the Yellow Suit and Miles) from Tuck Everlasting, by Natalie Babbitt: After you write from the point of view of the character, you are to write a journal entry from your own point of view.

Each journal entry should be written from the point of view of the character. It is important to keep in mind how the character speaks and what their beliefs are, according to the book. While you will be writing fiction in the voice of these characters, you need to use the novel as support for your journal entries.

This is a Culminating Project Grade that will be continued each Small group round with a different character(s). Once all characters are analyzed we will put these journals together along with other project aspects and have a completed project by the end of the Marking period. Each week is worth a READING RESPONSE classwork grade/Project Grade
TASK

Refer to Character Analysis Shmoop for reference of character traits and point of view, also use the grading rubric to ensure correct completion

read webquest task 4 instructions. Pick one favorite belief and do research. Find evidence on the origin, description, personal feelings toward the belief. Be sure to cite what websites/documents you used to gather your information. The Graphic organizer in your notebook is due on 10/31/19.

Graphic organizer consists of 4 boxes- origin/ description/personal opinion/cite source.
Be sure to cite at least 3 sources.

We will be drafting, revising, and publishing in the next round.


Task # 4: Favorite Beliefs

Winnie's grandmother told her that the elves had returned to the forest. Elves are one of those myths that we want to believe in, but really do not have concrete evidence for their existence.

Research the origins for one of the topics below. Include the following information: Origin or History of Belief/Myth, Description of Belief/Myth, and Personal Feelings about Belief/Myth.

- Elves

- Loch Ness Monster

- Big Foot

- UFO's

- Ghosts

- Leprechauns

assembly figurative language cootie catcher in vocabulary section. Then use the author's craft figurative language to study with your group. Figurative language quiz is 11/1/19 on all 10 types listed on sheet

Be sure to find at least 3 evidence of each figurative language shown ( metaphors, similies, hyperbole, personification) Cite page found in Tuck Everlasting
Then color, cut and assembly in notebook.
Study 10 forms of figurative Language found on sheet. Quiz 11/1/19

Make a copy and title it PBL Journal Entries with your name next to it.

Type and Attach ALL your journal entries for Jesse, Mae Tuck, and Angus Tuck.

Be sure to refer to the RUBRIC for scoring criteria.

MAKE SURE IT IS IN JOURNAL WRITING FORMAT.

3 Journal entries need to be submitted by 10/21/19. Must hit Turn In Button

Read the articles at the webquest link below. *** first link does not work in webquest, please use link below for "our Packed Planet"

Then record 5 important facts/ideas from each article. How is the information in the articles related to Tuck Everlasting?

reread parts of Tuck Everlasting, to identify Mae Tuck and Angus Tuck's stand on living forever. Does he/she like it or hate it. Then, write a TWO SEPERATE journal entries from each charachter.

In each journal be sure to add a quote or qoutes depicting their feelings on being immortal. Be sure to answer the 5 w's in each journal. Be sure to demonstrate in the journal what type of character traits (Mae Tuck and Angus Tuck) have that shapes his/her point of view.

TASK:

Students are to write a journal entry for the parents (Mae Tuck and Angus Tuck) from Tuck Everlasting, by Natalie Babbitt: After you write from the point of view of the character, you are to write a journal entry from your own point of view.

Each journal entry should be written from the point of view of the character. It is important to keep in mind how the character speaks and what their beliefs are, according to the book. While you will be writing fiction in the voice of these characters, you need to use the novel as support for your journal entries.

This is a Culminating Project Grade that will be continued each Small group round with a different character(s). Once all characters are analyzed we will put these journals together along with other project aspects and have a completed project by the end of the Marking period. Each week is worth a READING RESPONSE classwork grade/Project Grade
TASK

Refer to Character Analysis Shmoop for reference of character traits and point of view, also use the grading rubric to ensure correct completion

Comic Strip: Focused Skill- Correctly documenting Dialogue and Interpreting Plot

Create a comic strip with at least 6 boxes depicting (showing) one scene from the book.
Include one or two quotes from the book in your strip. Also, be sure to add dialogue in each box depicting (showing) each part of the scene.

Examples: The scene where Tuck is on the lake with Winnie, where Jessie and
Winnie meet, where Mae hits the man in the yellow suit with the gun, when they break Mae out of jail, etc.

Create your draft in the writing section of your notebook, with sentences stating what you are to draw and the qoutes you are using for each 6 parts of the main scene. Then show to your teacher for approval to start the final project page.

Final project must be quality work (refer to chart in classroom)

Remember this round I am grading for complete response answers!

Complete All Comprehension questions for chapters 13-19 in the Reading Response Section of your notebook/binder. Restate the question and fully support the answer by using text-based support. ( reread and refer to the chapter ) BE SURE TO LABEL EACH CHAPTER when answering the questions. Classwork not finished in HUB becomes Homework. This assignment is worth 1 cw/hw point for EACH chapter reading response question.

As a group, you are to choose 1 of the 12 words from your second sheet in the vocabulary guide, ( if a word is already chosen by another group you can not choose it). See classroom chart.

Then you are to complete 1 sheet of the frayer model for the entire group. You are to put the word in the middle, write a synonym, antonym, draw a picture or sentence , and write the definition in your groups own words. This round we are to add COLOR and creativity.

Finally hang on Vocabulary interactive wall.

Once completed practice Vocabulary words with the Vocabulary ladder game.

Use the classroom post it annotated notes we did in whole group to cite evidence of what the Foster's Home and Tuck's Home was

Copy that information on the packet. Be sure to cite from text and annotate the page where it is located.( you must have at least 3 evidence for each home)

Then design using your visualization skills and Natalie Babbit's word choice both the outside and inside of each home (Tuck's and Fosters)

On the Inside sheet, also list 3 similarities and differences combined.
example: 1 similarity/2 differences, 2 similiarities/1 difference.

Color, cut and assembly in 2nd section of notebook.

Then repeat with Mystery Mood-
Use the classroom created chart "Creating Mood" to choose 3 examples of Mystery mood and locate the evidence with the page provided. Then on the sheet record the sentence that demonstrates this mood.

Once you have cited 6 sentences/parts of the text where Natalie Babbitt has created the mood through her word choice, you are to color, cut and paste in your notebook in the interactive notebook section 2. ( see chart on how to paste into notebook)

Read Chapter 7, the part where Mae tells the story about how the Tuck family came upon the fountain of youth.

Imagine you are a writer for the Treegap newspaper (The Post Dispatch), and you are reporting this "breaking news" that the fountain of youth has been found in the Town of Treegap. You have interviewed Mae Tuck and are now ready to write a news report:

TASK: Write a newspaper article informing the world of this "breaking news." Be sure to include evidence from chapter 7, Mae's story in your report when including the
5 W's ...Include the 5 W's: who, what, when, where, and why/how.

This is worth a writing quiz grade 100 points

Read Chapter 8 excerpt from the bottom of page 42 to the top of page 43, to identify Jesse's stand on living forever. Does he like it or hate it. Then, write a journal entry imagining it is the day after or night of when Jesse meets Winnie at the spring. In Jesse's journal be sure to add a quote from page 42- 43 describing his feelings on being immortal. Imagine and describe future events as if he wants to spend eternity with Winnie, what does he imagine they will do? How would he feel? Be sure to demonstrate in the journal what type of character traits Jesse has that shapes his point of view.

Use the link to help write your journal entry from Jesse about his Point of View of eternal life. Be sure to add a quote. Makeup places he may take Winnie and how he feels about these trips. The entry should include him imagining living forever with Winnie. It must answer the 5 w's. BE DESCRIPTIVE.

TASK:

Students are to write a journal entry for the JESSE from Tuck Everlasting, by Natalie Babbitt: After you write from the point of view of the character, you are to write a journal entry from your own point of view.

Each journal entry should be written from the point of view of the character. It is important to keep in mind how the character speaks and what their beliefs are, according to the book. While you will be writing fiction in the voice of these characters, you need to use the novel as support for your journal entries.

This is a Culminating Project Grade that will be continued each Small group round with a different character. Once all characters are analyzed we will put these journals together along with other project aspects and have a completed project by the end of the Marking period. Each week is work a READING RESPONSE classwork grade

As a group, you are to choose 1 of the 12 words from your first sheet in the vocabulary guide, ( if a word is already chosen by another group you can not choose it). See classroom chart.

Then you are to complete 1 sheet of the frayer model for the entire group. You are to put the word in the middle, write a synonym, antonym, draw a picture or sentence , and write the definition in your groups own words.

Finally hang on Vocabulary interactive wall.

Once completed practice Vocabulary words with the Vocabulary ladder game.

Complete All Comprehension questions for chapters 6-12 in the Reading Response Section of your notebook/binder. Restate the question and fully support the answer by using text-based support. ( reread and refer to the chapter ) BE SURE TO LABEL EACH CHAPTER when answering the questions. Classwork not finished in HUB becomes Homework. This assignment is worth 1 cw/hw point for EACH chapter reading response question.

Task # 2: Cloning - Complete in your Project-Based Learning Section of the Notebook

Read the article at the provided link. Then answer the following questions.


1.) According to the article, what are some reasons why scientists should clone the Woolly Mammoth? What are some reasons why scientists should not clone the Woolly Mammoth?


2.) Examine points on both sides of the debate, as well as your own beliefs and experiences. Decide what you think. State your opinion as your topic/thesis statement. Then, give three reasons why you believe that side is correct.


3.) How is cloning similar/different from drinking the spring water, which makes people immortal, in Tuck Everlasting? You need to give at least one example of how they are similar and one example of how they are different.

This is worth a READING RESPONSE QUIZ grade and SOCIAL STUDIES CLASSWORK GRADE

Use the classroom created chart "Creating Mood" to choose 3 examples of Tranquility mood and locate the evidence with the page provided. Then on the sheet record the sentence that demonstrates this mood.

Then repeat with Mystery Mood-
Use the classroom created chart "Creating Mood" to choose 3 examples of Mystery mood and locate the evidence with the page provided. Then on the sheet record the sentence that demonstrates this mood.

Once you have cited 6 sentences/parts of the text where Natalie Babbitt has created the mood through her word choice, you are to color, cut and paste in your notebook in the interactive notebook section 2. ( see chart on how to paste into notebook)

Follow Vocabulary Study Guide Booklet directions ( Cut, Paste, Color).
in the Vocabulary Section of your notebook/binder. Classwork not finished in HUB becomes Homework. Once done, study your vocabulary words to prepare for the text and quiz. This assignment is worth 3 cw/hw point for EACH directive. (3 CW/3 HW grades)


***STORY VOCABULARY GUIDE found in class Vocabulary HUB.

Follow Anticipatory Guide Booklet directions ( Answer Before questions, Cut, Paste, Color).
in Interactive Notebook/Literature Connection Section of your notebook/binder. Classwork not finished in HUB becomes Homework. Do not answer the AFTER questions yet. This assignment is worth 6 cw/hw point for EACH directive. (3 CW/3 HW grades)

***Anticipatory GUIDE found in class Interactive Notebook/Literature Connection HUB.

Complete ALL journal responses for chapters 1-5 in the Writing Section of your notebook/binder. BE SURE TO LABEL EACH JOURNAL RESPONSE WITH THE CHAPTER #. Classwork not finished in HUB becomes Homework. This assignment is worth 1 cw/hw point for EACH journal response. (5 CW/5 HW grades)

Due 9/20/19

Complete All Comprehension questions for chapters 1-5 in the Reading Response Section of your notebook/binder. Restate the question and fully support the answer by using text-based support. ( reread and refer to the chapter ) BE SURE TO LABEL EACH CHAPTER when answering the questions. Classwork not finished in HUB becomes Homework. This assignment is worth 1 cw/hw point for EACH chapter reading response question. (15 CW/15 HW grades)

Due Friday 9/20/19

Read on Myon or Choice Independent Reading. Reread Chapters 1-5 of Tuck for understanding.
Assignment worth 1 classwork point.

Complete Vision board questions and vision poster. Use magazines, pictures, and words to symbolize and represent your vision on your poster.
This assignment is 2 project grades- Social Studies and Writing,

Vision packet is found in class.