Study Hall has moved to its own page. Click – The Study Hall – to go there.

It’s the one stop for sharing concerns (for yourself, for others, for anything) as long as they are concerns related to the class in some practical way.

“What can the study hall be used for?” you may ask. It can be used for many things.

• It can be a place to go over vocabulary, but it needn’t stop there.
• Sometimes, students share what they are enjoying about class, a project, or a book.
• You could post questions you have for your school mates.
• I, or other school mates, can answer your questions, give you suggestions, and keep this thing going for us all.

PERIOD 6

You will be graded for “discussing”:

• Answer the Discussion Question completely (50%).
  • Use the question in the answer.
  • Give your answer.
  • Support your answer with details from the book.
• Respond to at least one classmate’s answer (50%).
  • A response to a classmate must be substantial.
  • Substantial means having something to add to another’s comment:
    • agreement with explanation,
    • disagreement with explanation,
    • add something completely new.

Here’s DISCUSSION QUESTION #2:

Discuss the nature of Sherlock Holmes’ friendship with Dr. Watson. How highly does Holmes value Watson’s opinion? Why is Watson important to Holmes? Why is Holmes important to Watson? Supporting your answer with details from the text.

PERIOD 6

Before you get to the question you have to understand that this is a discussion, and that you will be graded for “discussing” . You might be wondering, how I will grade you. Well, here’s  how I’ll do it.

• Answer the Discussion Question completely (50%).
• Respond to at least one classmate’s answer (50%).
  • A response to a classmate must be substantial.
  • Substantial means having something to add to another’s comment:
    • agreement with explanation,
    • disagreement with explanation,
    • add something completely new.

Here’s the question:

Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself? What are the benefits and drawbacks of doing it this way?

Be advised that I will not go through how to answer every question (as I did for this one below) all the time. You must get into the practice of answering every part of a question.

Now, go ahead and read the rest of this, answer the Discussion Question, and submit it.

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You must be sure to answer every part of the question and responding to others’ comments. That is the catch when it comes to getting your points for discussion assignments. It is very important to really read the entire question before responding to it. If you look at this question closely, you’ll notice that there are actually two separate interrogatives, or question statements:

1. Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself?
   1. Explain the reason why the author, Sir Arthur Conan Doyle, chose Watson to be the narrator rather than Holmes.
2. What are the benefits and drawbacks of doing it this way?
   1. This asks you to do two things:
      1. Explain the benefits of having Watson narrate the tale,
      2. Explain the drawbacks of having Watson narrate the tale.

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Now answer the Discussion Question:

Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself? What are the benefits and drawbacks of doing it this way?

There are many things you should be doing with your groups as you read The Time Machine.

So far, after each chapter you have been asked to take care of two things:

1. Write a Chapter Summary
2. Write Chapter Test Questions

Below, you will find detailed instructions concerning each of these two assignments.

PART I: The Chapter Summary

For this portion of the group assignment you are required to discuss each chapter, take notes on the plot of that chapter, create a draft of a plot summary (1,2,3, or more paragraphs) based on your notes, and write a final draft of the chapter summary. Each group member should get a copy of the final draft.

For instance, after your group completes Chapter 5, discuss the plot. Groups with only two people will have to share the load.

1. During the discussion one group member is to take notes on a prepared notes page as illustrated in class.
2. After the discussion another group member is to take the notes, and draft them into a cohesive well-written paragraph.
3. Finally, a last group member is to create a spellchecked, proofread, and edited final draft of the summary.

PART II: Chapter Test Question Writing

For this portion of the assignment you are required to write test questions for the chapter you are summarizing. Each group must write three questions. Below you will find details about each type of question. Your group must write: one Multiple-Choice (MC) question, one Short Response (SR) question, and one Extended Response (ER) question.

Multiple-Choice (MC) Items

Multiple-choice items are worth one point each and should take approximately one minute per item to answer.

Items must have four answer choices (A, B, C, D or F, G, H, I).

During item development and review, the correct response for each item should be indicated with an asterisk next to the letter of that response.

In most cases, response choices should be parallel in concept and format and should be arranged vertically beneath the item stem.

Short-Response (SR) Tasks

Short-response questions are worth two points. Each task should take approximately five minutes to complete. The tasks require the student to write a short text-based response to a question or statement (e.g., briefly describing why a character takes a certain action in a story).

Student responses are scored (zero, one, or two points) depending on the completeness and accuracy of the response. A sample top-score response must be provided for each item.

 

Extended-Response (ER) Tasks

Extended-response tasks are worth four points. Each task should take
approximately ten to fifteen minutes to complete. These tasks require a longer text-based student response to a question (e.g., comparing two passages or describing how a character changes throughout a passage).

Student responses are scored (zero, one, two, three, or four points) depending on the completeness and accuracy of the response. A sample top-score response must be provided for each item.

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You must write questions to satisfy the following criteria:

Context Clues/Drawing Conclusions/Anlyzing Words and Phrases: The student analyzes word structure and context clues to demonstrate comprehension of words and phrases in passages and/or graphics. The student makes or confirms inferences and draws conclusions about a reading passage and also identifies organizational patterns within a passage. Vocabulary words should be on grade level for assessing prefixes (e.g., en-, dis-, pre-, non-, re-, de-, pro-), suffixes (e.g., -ful, -ish, -ward, -less, -like, -y, -er, -ment, -en, -ize), root words, multiple meanings, antonyms, synonyms, and word relationships (e.g., simple analogies). Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• incorrect meanings of words or phrases
• correct meanings of words or phrases that do not fit the context
• words with construct similar to correct response (e.g., same prefix)
• incorrect inferences and conclusions
• incorrect organizational patterns
• incorrect analogies

Compare and Contrast: The student uses the reading process effectively. The student identifies similar or dissimilar elements within or across texts and/or explains in writing how elements are alike or different. Elements that can be compared or contrasted may include, but should not be limited to, characters/subjects, authors’ purposes, settings, main ideas, organizational structures, styles, and authors’ points of view. If tones are compared in two passages, each passage must contain a readily identifiable, consistent tone. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• incorrect comparisons
• incorrect contrasts
• similarities or differences not supported by the text
• facts or details that are drawn from the passage(s) but are not related to the question
• plausible but incorrect responses based on the text

Main Idea/Essential Message: The student constructs meaning from a wide range of texts. The student identifies and/or expresses in writing the main idea or essential message, relevant supporting details and facts, or how the organizational pattern of a passage supports or develops the main idea. Passages may be literary text or informational text. The passages will include a main idea (stated or implied) or an essential message and relevant details or facts. Organizational patterns (methods of development) could include, but are not limited to, chronological order, flashbacks, lists, main headings with subheadings, question and answer, argument and support, comparison and contrast, cause and effect, and main idea with supporting details. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• details that do not support the main idea or essential message of the passage
• incorrect identifications of details
• incorrect identifications or interpretations of the main idea or essential message
• incorrect relationships between the organizational pattern and the main idea
• plausible but incorrect responses based on the text

Author’s Purpose/Author’s Point of View: The student constructs meaning from a wide range of texts. The student identifies and/or expresses in writing the author’s purpose or point of view. The student also analyzes the impact of the author’s purpose or point of view within or across a variety of texts, including text intended to persuade. Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• facts or details that are drawn from the passage(s) but
• do not represent the author’s purpose or point of view
• incorrect interpretations of the author’s purpose or point of view

Reference and Research: The student constructs meaning from a wide range of texts. The student obtains information through the process of recognizing, identifying, analyzing, synthesizing, and/or evaluating. The student demonstrates an understanding of information gathered from within or across texts. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• incorrect uses of resources for research needs
• incorrect locating, gathering, analyzing, or evaluating of information
• incorrect conclusions or generalizations based on the stimulus
• headings or categories that are not applicable to the designated facts or information
• inappropriate methods of classifying, categorizing, or organizing the designated facts or information

Reference and Research: The student constructs meaning from a wide range of texts. The student checks the validity and accuracy of information by differentiating fact and opinion, identifying strong versus weak arguments, and analyzing the development of argument(s) within or across texts. Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• incorrect identifications of subjective or objective support
• incorrect interpretations of strong or weak arguments from the passage
• incorrect interpretations of the use of facts or opinions from the passage
• incorrect interpretations of how language in the passage
• supports or develops arguments

Cause and Effect: The student responds critically to fiction, nonfiction, poetry, and drama. The student identifies or explains in writing cause-and- effect relationships within or across literary and/or informational texts. Use multiple-choice (MC), short-response (SR) items.

MC Distractors may include, but are not limited to, the following:

• incorrect causes or effects
• incorrect interpretations of cause-and-effect relationships
• plausible but incorrect responses based on the text

Character/Plot/Character’s Point of View: The student identifies or provides in writing an explanation, analysis, or interpretation of the following within or across texts: theme, plot, character development, setting, point of view, tone, conflict, and/or resolution. Use multiple-choice (MC), short-response (SR), and extended-response (ER) items.

MC Distractors may include, but are not limited to, the following:

• details that may contribute to but not significantly support the central conflict
• incorrect expressions of the central conflict or theme
• incorrect interpretations of character or plot development, point of view, setting, or tone
• plausible but incorrect responses based on the text

MUCH OF THE CONTENT OF THIS PAGE IS CREDITED TO THE FLORIDA DEPARTMENT OF EDUCATION FCAT TEST SPECIFICATION DOCUMENTS.

Characters – What are they good for?

!!!!!READ THIS WHOLE PAGE BEFORE YOU BEGIN!!!!!

Gaining a full understanding of the characters in any book is an important task. This assignment will allow you to get deep into the characters, both primary (main, round, dynamic) characters and secondary (minor, flat, static) characters. What is the difference between main and minor characters? Here is how you can find out about the characters in REBEL:

• On the side of this page you see a list of Pages.
• Go to the page Novel Discussion Questions – Characterization.
• On your own paper answer questions A,B,C,D that you find there.
• Your answers must be written as paragraphs. Some answers will be multiple paragraphs.
  • A paragraph contains: a main idea sentence, and detail sentences. A paragraph could have a table or chart associated with it that holds details for the paragraph. Use complete sentences.

WHEN you’re done with all of the questions, return to this page.

• Pick ONE of the five questions to post to this discussion.
• POST the question with your complete properly written answer.
• Make sure you proofread your work before posting it.

After you’ve posted your chosen answer, you may discuss with others what they have posted.

!!!ALERT-ALERT-ALERT!!!

Bring all of your answers (A,B,C,D) to class on October 25th, 2006.

GRADING-GRADING-GRADING-GRADING-GRADING-GRADING GRADING-GRADING-GRADING-GRADING-GRADING-GRADING GRADING-GRADING-GRADING-GRADING-GRADING-GRADING

Part I – Paper Answers to A,B,C,D

10 Points – All 4 questions are answered in fully developed well written paragraphs. Details are substantial and appropriate. Answers show insight into the reading process and character developement.

9 Points – All 4 questions are answered in developed paragraphs. Details are ample and appropriate. Answers show some insight into the reading process and character development.

8 Points – All 4 questions are answered in paragraphs. Some answers are not fully developed and are missing details. Answers may show some insight into the reading process and character development.

7 Points – All 4 questions are answered. None of the answers are fully developed. Answers show little insight into the reading process and character development.

6 Points – All 4 questions are answered. Answers are not developed with details. Answers show little or no insight into character development.

5 Points – All questions are answered. Answers are not developed with details. Answers show no insight into character development.

4 Points – 3 of 4 questions are answered. Answers are not developed and show no insight into the reading process or character developement.

3 Points – 2 of 4 questions are answered. Answers are not developed and show no insight into the reading process or character developement.

2 Points – 1 of 4 questions are answered. Answers are not developed and show no insight into the reading process or character developement.

1 Point – 1 question is answered. It illustrates a complete lack of wilingness to complete the assignment.

0 Point – There is nothing to speak of.

Part II – The Blog Discussion Grade

10 Points – One answer has been posted to the BLOG. Response(s) to classmate(s)’ post(s) has/have been posted. Posts have been proofed and are error free.

5 Points – One answer has been posted. Post may not have been proofed and may have errors.

0 Points – No post so there is no need to proof or worry about errors. You can’t make a mistake if you don’t do your HW.

DO NOT ATTEMPT TO POST COMMENTS TO THIS POST. IT WILL NOT WORK. FOLLOW THE LINK BELOW TO REBEL RESOURCES TO GET TO THE DISCUSSION QUESTIONS, VOCABULARY LISTS, ETC.

Many things are dealt with in the book Rebel by Willo Davis Roberts. In order for you to be sure you are prepared to answer any questions concerning concepts presented in the book, the vocabulary in the book, and other novel related issues, make sure you have checked out the REBEL Resources.

Use the following link to get to various pages that have been created to help you in a number of ways to prepare for the novel test on the book.

REBEL Resources

Follow this link to critical thinkers’ general tools of the trade.
If you’ve already visited this link please be advised that I am constantly updating the currency of the site. Revisit this page often.

DO NOT ATTEMPT TO POST COMMENTS TO THIS POST. IT WILL NOT WORK.

FOLLOW THE LINK BELOW TO FREAK RESOURCES TO GET TO THE DISCUSSION QUESTIONS, VOCABULARY LISTS, ETC.

Many things are dealt with in the book Freak The Mighty.

In order for you to be sure you are prepared to answer any questions concerning concepts presented in the book, the vocabulary in the book, and other novel related issues, make sure you have checked out the Freak Resources.

Use the following link to get to various pages that have been prepared to help you in a number of ways to prepare for the novel test on the book.

Freak Resources