MR. LANZA MS ENGLISH LANGUAGE ARTS (ROOM 253) - Home



SMART Targets 8th Grade – Unit 1, Cycle 1“Bonne Année”On-going:Selection questions from “Bonne Année” (CLASSWORK grade)Flag Design Project (PROJECT grade)Research Paper – “The Immigrant Experience” (TEST grade)Assessment:Analyzing the Text p. 38 (CLASSWORK grade)Comprehension Test – “Bonne Année” (TEST grade)Critical Vocabulary/Vocabulary Strategy/Language Conventions p. 39-40 (QUIZ grade)Extended Activities (“Homework”)Close Reader: “The Golden Glass” p. 3-8 (QUIZ grade)right-46355008th Grade ELA Reading QuestionsUnit 1: “Bonne Année” by Jean-Pierre Benoit (p. 31-36)ANALYZE TEXT (PERSONAL ESSAY): A personal essay is a non-fiction essay in which an author expresses an opinion or provides some insight based on personal experiences. In “Bonne Année,” the author makes connections between events in his own life and historical events in Haiti. Re-read lines 1-12 (p. 31). What is the connection between the people gathered in New York and the events occurring in Haiti? (RI.1.3)DETERMINE CENTRAL IDEAS AND DETAILS: The central idea of an essay is the main point or message the author wants to communicate. Facts and opinions are two kinds of supporting ideas writers use to make their point. Re-read lines 24-38 (p. 32). What fact tells why January 1st is important to Haitians? What opinions does the author use to describe the day? What do these details suggest about the central idea of the paragraph? (RI.1.1, RI.1.2)ANALYZE LANGUAGE: Repetition, the use of the same word or group of words more than once, is used to emphasize a particular idea. Re-read lines 56-65 (p. 33). Identify a repeated statement. What does the author mean by “no special love?” What is the impact of the repetition of the phrase on the tone of the essay? (RI.2.4)ANALYZE TEXT (PERSONAL ESSAY): Events in a personal essay are often told in chronological order, the order in which they happened. Time clues in the text help make the sequence of events clear. Re-read lines 72-81 (p. 33-34). Identify the time clues that explain when Papa Doc’s rule ended and how long he and his son remained in power. (RI.1.1, RI.1.3, RI.2.5) ANALYZE TEXT (PERSONAL ESSAY): In a personal essay, an author often expresses opinions or offers some insight on a topic. Re-read lines 89-98 (p. 34). What insight does the author provide regarding the nature of the Haitian people? (RI.1.1)DETERMINE AUTHOR’S PURPOSE: An author’s purpose is his or her reason for writing. Reasons for writing may be to inform, to entertain, to persuade, or to express feelings. Re-read lines 117-122. What is the author’s purpose for including the story about Haiti’s appearance in the 1974 World Cup? How do you know? (RI.1.1, RI.2.6)DETERMINE CENTRAL IDEAS AND DETAILS: Remember that facts and examples are ways an author uses supporting details to emphasize his or her central idea. Re-read lines 129-134. What details in this paragraph show the important connection Haitians in America have to their homeland? (RI.1.1)Franklin Academy Boynton BeachGrade 8 ELA Formal Writing TaskUnit 1: Culture and BelongingAssignment: Research Report – Writing to inform “Bonne Année” and “My Favorite Chaperone”Mode: Formal Writing Portfolio (10 assessment marks)Task: The immigrant experience is one that is unique to each individual. Different reasons (economic, political, social, etc.) abound as to why people choose to leave the country of their birth to seek a better life elsewhere. Research the immigrant experience of different people, and explain how it impacts the characters in “Bonne Annee” and “My Favorite Chaperone.”Your essay must be five parts and include a minimum of three quotes from cited sources.Plan: Review text for evidence Introduction – Identify main idea, thesis statementTopic 1/2/3 – “Bonne Annee,””My Favorite Chaperone,” and an independently researched experienceConclusion – Explain how the immigrant experience was similar and different for your three focus topicsResearch: Gather evidence for your topic. Locate and present three researched pieces of evidence you will synthesize into your essay.Draft: Write your essayReview: Check your work Purpose, Focus & Organization (4 marks)Have you focused on selecting key details that tell the reader what the article is about?Have you used transitional words to link writing?Does your writing follow a logical structure?Have you maintained an objective tone? Evidence and Elaboration (4 marks)Have you presented textual evidence to illustrate main idea and important details?Have you referred to your sources?Have you elaborated on main idea and important details to give your reader a clearer understanding?Have you expressed yourself clearly?Have you used formal and technical vocabulary?Do you have a variety of sentences?Conventions (2 marks)Have you followed the conventions of the English language? Check spelling, punctuation, sentence structure, and vocabulary choices to ensure your writing is accurate.Your draft must show evidence of your own review, peer-review, and teacher revisions.Revised copy: an amended final versionReflection: A short reflection on how you worked through the writing process and the quality of your final piece.Important datesDraft: Friday, August 25th Final Copy: Friday, September 8th8TH GRADE FLAG DESIGN PROJECT OBJECTIVE: I can identify the symbols used in the creation of flags from around the world and the values, history, and importance of what these symbols represent. STANDARDS: RI.1.1, W.1.2, SL.1.1 GRADE: Project grade – 25 points DIRECTIONS: Based on your knowledge and understanding of the origins of national flags from around the world and your understanding of what symbols on these flags represent, design a flag for a new nation that you have created. Give a name to your new nation and identify the origins of this name. Identify the values and ideas you want your new nation to represent and decide what symbols and colors will be used to represent them (i.e., the red of the U.S. flag as a symbol of the blood shed by revolutionaries and other Americans in history in defense of the country; the 50 stars representing the 50 U.S. states, etc.). Design a flag in sketch form (first draft) that depicts these symbols. Add appropriate color (color is important and can be symbolic as well). Construct a final draft of your flag with full colors on 8” x 11” white paper, using “landscape” (horizontal) orientation. Border your flag no more than one inch from the sides of your paper and write the name of your nation above the flag in the center of the paper. On a separate sheet of paper (hand-written or typed), submit a one-paragraph explanation of the description of your flag, detailing the origins of the name and the meaning of all symbols and colors used in your flag. Present the finished flag to the class and give a brief detailed oral explanation of your nation’s flag and the meaning of the symbols you have included. SOME RECOMMENDATIONS: Keep it Simple: A flag, they say, should be so simple that a child can draw it from memory. Kids will have fun drawing Japan’s flag, but not so much fun with Turkmenistan’s elaborate carpet-like patterns. Use Meaningful Symbolism: A Star of David in Israel’s flag carries great meaning; however, the symbol of the rifle found on Mozambique’s flag may not be the most positive icon to represent a country. Use Two to Three Basic Colors: Most flags get this right. Clearly South Africa didn’t get this memo — it has six colors on its flag. No Lettering or Seals: Mexico has incorporated an extremely complicated seal into its flag — an eagle holding a serpent, perched atop a prickly pear cactus, atop a rock that hovers over a lake. Try drawing that, kids. Be Distinctive or Be Related: We can understand why the Scandinavian flags are part of a family, but Australia’s and New Zealand’s flags are virtually identical. ................
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