Using the story, “The Gift of the Magi”, Gr. 8 reviewed the literary devices. After the break, students will work on topic, theme, and thesis. Below is an example:
Book club choices will also be presented when the students come back from the break. There will be two assessments this quarter: an essay on how the theme was revealed using literary devices on a short story and a book club presentation.
Cafeteria crisis was continued. After the break, they will go through the test results and talk about re-assessment. Students will vote on the topic that they will debate as a class for the MUN: Nuclear Disarmament or LGBT. They will then talk about credible sources, CRAAP guideline, and Wikipedia because MUN entails a lot of research.
This week was an introduction to Physical and Chemical changes. Gr. 8 worked on the first five stations below:
After the break, they will continue the investigations. The slides in this unit have been posted last week and it is also in the Google Classroom. Assessment will be composed of three mini-assessments instead of one end-of-unit like last quarter. Students will also be graded on their collaboration (how they work during the lab investigations) and communication (how they present their data in their notebook) during the lab work.
Students reviewed for the test and took the test this week. After the break, they will work on their infographics performance task and they are expected to finish by the third session. See last week’s post about this performance task. After this task, they will go into Geometry.
Gr. 8 had the Socratic Seminar on the memoir article, their own memoir, and the book club book.
Next week will be the start of Quarter 2. Students will review literary terms; read “Charles” by Shirley Jackson; and talk about topic, theme, and thesis. How authors reveal themes through literary devices will be answered this quarter. Students will write an essay for their performance task using the EmPOWER strategy about the theme of a short story and how the author revealed it through literary devices. An example of a thesis statement for the essay is “In ‘The Lottery,’ Shirley Jackson reveals that tradition can be dangerous when it is not questioned through her use of symbolism.” Students should be able to cite evidence of the device from the story.
Students had the cafeteria crisis debate as preparation for the MUN. Next week, they will continue their practice. Students are reminded to observe the parliamentary procedures. Below are more suggestions:
- Speak in a loud and clear voice.
- Look at your fellow delegates. Do not talk to the paper.
- Use your hands to gesture when speaking.
- Have a strong and convincing presence. Stand up straight.
- Do not insult your audience or speak down to them.
- Try to include everyone in your speech.
- Add emotion and feeling to your speech. Monotonous voices convince nobody!
- Be sure to take a pause after stating major points. Let it sink in.
- Use variety in the tone and pace of your speech.
MUN preparations will begin after the break. Students will debate about Nuclear Disarmament or LGBT and they will know about the topic and their assigned country (usually their own) after the break. The date for the actual MUN debate has not been determined yet as students will spend a lot of time researching on their topics and preparing their policy statements and operative clauses.
Gr. 8 wrapped up the unit on information processing and took the unit test. Next week will be the start of the next quarter which is about Physical and Chemical Changes.
Students reviewed for the end of unit test. Here are the answers to the practice test last week from Ms. Deveza. Next week is the test and introduction to the performance task. Below are examples of infographics for the performance task:Students can prepare for this by thinking about their special interests. Once they have their topic, they can research and think of their design using these programs (infogram, canva or any other design apps). They have to show the following skills and present their calculations on a separate sheet:
Change fractions to decimals
Change recurring decimals to fractions
Estimate irrational numbers
Use scientific notation appropriately, and perform multiplication, division, addition, and subtraction with a final answer in scientific notation.
Students learned about Action in DADI and worked on peer editing of their memoirs. They submitted their final drafts. Next week, they will have a Socratic Seminar, which is a formal discussion, based on a text, in which the leader asks open-ended questions. The topic will be about truth in memoirs. Students will be observed using the sheet below:
Gr. 8 took the UN test. Next week will be an introduction to the Model United Nations. They will debate on a topic and follow the protocols of the United Nations. The UN Delegate packets will be shared in Google Classroom. An important part of the MUN is creating good operative clauses.
Gr. 8 worked on analyzing why a school is a system. On their own, they watched a video on the nervous system and took down notes on how it is a system. Next week session 2 is the assessment. It is important that they are able to answer how organisms detect, process, and respond to information from the environment and why a system is a system. They will no longer have the systems analogy. Students will be allowed to use their notes on “What is a System” during the test. Below are the rubric and the revision guide:
During their last session, students also dissected a sheep’s brain.
Scientific Notation was the topic this week. The unit test will be on October 26 and it will be about all the previous lessons: rational and irrational numbers, exponents, and scientific notation. Here is a practice unit test from Ms. Deveza. Next week will be the practice test and introduction to the performance task.
Students continued writing their memoirs and learned about Introspection. Memoirs are due next week. Below is an example of introspection, which should be italicized:
Next week will be peer editing and Book Club 4. Then the final memoir will be turned in. Below is the rubric once again:
Students finished annotating the UN packet. Test on this next week. They are expected to have completed annotating the packet to qualify for re-assessment.
The students wrapped up the discussion on the Dive Reflex investigation. They were also expected to have completed their graph (using Google Sheets) on the combined data for different classes. Then, they explored the question, “How do organisms process information detected from the environment? A sample CER about Dive Reflex was shared: In the future, students will write their own CER for every lab investigation.
“The dive reflex is a phenomenon in which your body manages to lower the amount of oxygen while the face is exposed to cold water, slowing down one’s heart rate. This allows the body to effectively use energy while it is not getting a constant production of oxygen. The cold water is detected through thermoreceptors in the skin which detect change in temperature, touch, and pressure. This phenomenon was replicated in a classroom situation, and a grade level average was collected, proving this dive reflex to be true on its overall effect on heart rate. Looking at evidence, the average resting heart rate for 8th grade was around 79 beats per minute. During the dive reflex when the face was exposed to ice water, the average heartbeat slowed to around 66 beats per minute. This means there was a decrease of an average of 13 beats per minute after the dive reflex was activated.”
Students were given an introduction to systems using toys. Next week students will learn about the nervous system using the “systems framework”. Assessment will be an analogy of a system.
Gr. 8 took the quiz on exponents and some blocks have started the unit on scientific notation. Next week will be a continuation of scientific notation. The next unit test will be on rational and irrational numbers plus exponents and scientific notation.