Please scroll down to view projects in chronological order
PLEASE NOTE: Projects are subject to change
PLEASE NOTE: Projects are subject to change
Mini Morphology Project
PURPOSE: To: 1) familiarize you with what morphology is 2) help you see how prefix and root meanings influence the definitions of words and 3) help you remember that suffixes control the parts of speech (noun, verb, adjective, adverb, etc.) for words.
TASK: Create 15 “new” (fake/pretend) words based on the real English prefixes, roots and suffixes supplied.
For each new word, you must:
A) provide a part of speech for the word (verb, noun, adjective, adverb)
B) provide a definition for the word
PERFORMANCE TASK LIST: (This project is worth a total of 40 points)
1) words completed like example=5
2) accurate/realistic words=15
3) accurate/realistic definitions=15
4) accurate parts of speech=5 (noun, verb, adjective, adverb)
FOLLOW THIS EXAMPLE:
prefix: be=provide with root: son=sound suffix: able=ADJ. able, likely
BESONABLE, adj.-able or likely to provide with sound
VARIOUS HINTS:
1) Prefixes must BEGIN a word & suffixes must END a word, BUT roots can BEGIN, END or be in the MIDDLE (see hint #2).
2) The most common possible combinations in English are: (USE THESE COMBOS)
prefix + root + suffix
prefix + prefix + root
root + suffix
prefix + root
3) When creating words, combine definitions to make sure they make sense. For example, (root: -path-) “feeling/suffering” combined with (suffix: -ize) “cause to be” creates the definition “cause to be suffering.”
4) Noun=person, place or thing Adjective=describes a noun (BLUE coat) Verb=action (to do something) Adverb=describes a verb or adjective (SLOWLY walked)
5) The easiest combination to use for forming definitions is root + suffix when you begin your definition with the meaning of the suffix (for example: root: son=sound suffix: able=able, ADJ.
BONUS POINTS (5 extra points)
On a separate sheet of paper, design illustrations for 5 of your words (this could be a drawing, clipart, collage, etc.)
NOTE: Color is required for full credit, but stick figures are 100% acceptable!
***PAY ATTENTION TO THE TASK LIST ITEMS WHILE COMPLETING THIS PROJECT***
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Group Poem Lessons Project
Purpose: To familiarize students with aspects/traits of given poems and poets.
Assignment: Create a “lesson plan” to teach your assigned poem and poet to classmates.
Group Responsibilities: EVERY MEMBER OF THE GROUP MUST BE AN EXPERT ON THEIR ENTIRE POEM!
1) choose individual responsibilities for each member (see below)
2) fill out Poem Map COMPLETELY (YOU MAY USE EXTRA PAPER IF NEEDED)
3) plan a 10-15 minute lesson & how it will be presented
4) collaborate to complete Google slides for use in lesson
5) collaborate to present lesson with Google slides presentation
Individual Responsibilities: (SEE BELOW FOR SPECIFIC EXPECTATIONS)
1=Poet Biography (research & provide information about your poet’s life)
2=Poem Break Down 1(i.d. rhyme pattern, number of stanzas, vocabulary words)
3=Poem Break Down 2 (i.d. all literary techniques used in poem with definitions and examples)
4=Poem Meaning (quality reading of poem and explain poem’s meaning)
Your group will have one week to complete your lesson plan.
Grading of Presentations (each group member will receive his/her own separate grade)
- Completion of individual task and Google slides=40 points
- Evidence of individual preparation for oral presentation=10 points
- Articulation during oral presentation=20 points
- Completion of group poem map=10 points
- Collaboration during group task=10 points
- Overall group presentation=10 points
Literary Terms/Techniques: (AS APPLICABLE) Poet Bio Info: (ALL REQUIRED)
Alliteration Repetition place & date of birth
Imagery Rhyme childhood experiences
Metaphor Simile influential life events
Personification Symbolism major achievements
Poet Bio: Having only 1 fact for each of the 4 areas is not enough--be very thorough!
Poem Breakdown 1:
Rhyme Pattern, Stanzas: Identify if a poem is free verse, a sonnet, etc. as applicable and how many stanzas it has
Vocab: Define any words a typical eighth grader doesn’t know. Poets choose words with double meanings, so look for these & give both definitions.
Poem Breakdown 2:
Lit Techniques: Be sure to include every technique the poet used with definitions & examples
Poem Meaning:
Identifying Poem’s Meaning (what it's about): Use inferencing skills to figure out meaning AND include how you identified your meaning: what evidence (lines from the poem) supports your meaning? You must also explain how the poem is related to the “Lean On Me” unit theme. Thoroughly and correctly identifying meaning will take a lot of thought.
Presentation Recommendations: Begin with person 1 responsibilities: poet info, then person 2: vocab words, stanzas, etc., then person 3: lit techniques, and finally person 4: poem reading and meaning last.
LESSON SHOULD INCLUDE THE INFO CLASSMATES NEED FOR MAPS!
ALL PRESENTERS MUST ELABORATE ON INFO ON SLIDES DURING PRESENTATION
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Generations Research Project
UNIT 2 GENERATIONS RESEARCH PROJECT STANDARDS ADDRESSED
RI3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events
RI7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea
W7. Conduct...sustained research...drawing on several sources to answer question(s)
W8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess ...accuracy of each source
SL4. Present claims and findings, emphasizing salient points in a focused, coherent manner
Step 1: RESEARCH A GENERATION (G.I., Silent, Baby Boomer, GenX, Millennial, GenZ)
Research cultural trends, historical events, and technological advances of the generation. This research will help you explain how/in what way the assigned song represents the generation it is from and reflects its characteristics. Include the details necessary to explain your facts.
FIND & EXPLAIN FACTS for the generation your song is from including:
cultural trends: movies, TV, music, foods, fashion, toys, sports, etc.
historical events: economic conditions, leaders, laws passed, wars, events, etc.
technology: newest inventions, medical & scientific discoveries & advances
song: how the categories are reflected in the song
Be sure to include the details necessary to explain your facts!
*Create a bibliography of all the resources you used in your research. You MUST have YOUR OWN bibliography to hand in.
Step 2: ANALYZE A SONG FROM THAT GENERATION
Analyze an assigned song from the researched generation and do a little more research to reveal how it is a reflection of the generation from which it was written.
- Annotate the song and highlight/circle important words, phrases, lines, etc.
- Explain how cultural trends, historical events, and technological advances of the generation are reflected in the song
Step 3: CREATE A GOOGLE (WEB)SITE
- Plan how you’ll present the information on your generation and song/artist on a basic website with emphasis on how the song represents the artist’s generation.
- Create a Google (web) Site for classmates to view the information on your generation and song/artist to the class with emphasis on how the song represents the artist’s generation.
*Expectation samples for each stage of the project will be shared with students.
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Controversial Issues Research Paper Unit
Purpose: To research a chosen topic and write a well developed research paper that analyzes both sides (i.e. pros and cons) of a controversial issue. In addition, to learn the research process, how to write a research paper, and how to assemble a works cited page according to MLA standards.
PHASE ONE:
Step #1: Choose a topic Students should choose a topic they are interested in finding more about, as they will be spending about five weeks on this unit. Students will be required to discuss the history of their issue and to find three pro reasons to support the issue and three con reasons against the issue.
Step #2: Sample Final Paper Students will be shown an “A” quality sample final research paper to help them better understand the purpose of each phase of the project and the steps needed to get there.
Step #3: Research Ten (8) class periods will be spent gathering and reading articles as research on chosen topics. Our library days will alternate with class time to read articles printed. Students will be expected to have a minimum of 10 different articles by the end of our library time.
**YOU WILL NEED HIGHLIGHTER(S) and A PACK OF 50 INDEX CARDS FOR THIS PROJECT**
PHASE TWO:
Step #4: Note Cards Five (5) class periods be spent documenting quotes, summaries and paraphrases from articles using index cards. Students will be required to complete a minimum of 30 note cards. (Within the 30 cards students will need a balanced variety of quotes, summaries and paraphrases.)
PHASE THREE:
Step #5: In Text Citations and Avoiding Plagiarism We will learn how to properly insert information from articles into research paper paragraphs and define plagiarism so students know how to avoid accidental plagiarism.
Step #6: Rough Draft Students will be guided in the writing of all nine first draft paragraphs. Five (5) class periods will be spent writing first draft paragraphs using researched information. The 9 first draft paragraphs and a rough works cited page will receive a grade.
Step #7: Final Draft Seven (7) class periods will be dedicated to editing and revising the research paper. Mrs. D’Amore will provide comments in Google Drive (for all students who share their papers) to help students revise first draft paragraphs. The expectation is that this research paper is by far the best written paper students have ever produced. The final paper will contain a title page, the nine paragraph research paper, and a complete works cited page. The final draft MUST be typed in a 12 point font and double spaced.
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STRANGE & MYSTERIOUS UNIT COMIC STRIPS MINI PROJECT
RL3: (GRD 11-12) ANALYZE THE IMPACT OF THE AUTHOR’S CHOICES REGARDING HOW TO DEVELOP STORY (and CHARACTERS)
W3b and W3d: WRITE NARRATIVES...(b)USE TECHNIQUES SUCH AS DIALOGUE (d) USE PRECISE WORDS AND SENSORY LANGUAGE TO CAPTURE ACTION & CONVEY EXPERIENCES
1) Choose a story or play from the Strange & Mysterious unit (“The Landlady,” “Charles,” “The Tell-Tale Heart” stories or "Heat Lightning", "Trifles", or "Monkey's Paw" plays)
2) Decide the conflict, best complication, climax and resolution of the story or play
3) Choose specific words or phrases the author used during the conflict, best complication, climax and resolution that ALSO shows the author’s style (dialogue, etc)
4) Create a FOUR (4) frame/box comic strip showing the conflict, best complication, climax and resolution of the plot (see #2) using some of the author’s original wording (see #3)
PLOT:
1) CONFLICT
2) COMPLICATIONS/RISING ACTION
3) CLIMAX
4) RESOLUTION
FIRST, YOU WILL CREATE A STORYBOARD TO PLAN YOUR COMIC STRIP (12 POINTS), THEN YOU WILL CREATE THE ACTUAL COMIC STRIP (40 POINTS)
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Strange and Mysterious Unit Newscasts Mini Project
ASSIGNMENT: Create two news stories based on any two of our “Strange and Mysterious” unit readings and record your newscast on video.
Step One/Day 1:
- Choose your partner(s)
- Choose which two stories you’ll use
- Complete pre-writing of script (identify the characters, crimes/incident, clues and outcome)
Step Two/Day 2:
- Complete script writing for both stories (about two minutes each with all info from script pre-writing graphic organizer)
- Plan filming of newscast (JOBS: news anchor? camera person? etc., create cue cards, plan intro to story one and transition to story two)
Step Three/Day 3:
- Film your newscast (4-5 minutes total)
REQUIREMENTS:
*Fulfill script requirements: identify the characters, crimes/incident, clues and outcome
*Fulfill script requirements: intro to story one and transition to story two
*Final newscast is a minimum of 4-5 minutes