Adobe Spark Projects: Ellipsis and Semicolons
Materials: Chromebook/computing device, Google doc, Adobe Spark, teacher-made materials and notes on ellipsis and semicolons.
Objective: In this Virtual Learning Assignment (VLA), students will learn how to work independently as well as collaboratively in order to create and produced paired/group products. Students will learn to use Google Docs and Adobe Spark in this VLA. Learners will showcase their knowledge of the Standard English language and its conventions when writing, speaking, and reading.
Task 1: Click on the Google doc link for your period. Enter in your individual/group name and project information as directed.
Task 2 (1st period only): Using Adobe Spark, create a flyer or poster for either the semicolon or ellipsis punctuation mark. You may use your classwork, notes, resources, and any teacher-made materials distributed on ellipses and semicolons. Your flyer should include a graphic illustration of your selected punctuation mark. Next, either define your punctuation mark or write a clever caption (ex-something that would go on a graphic tee). If you select to do a poster, define your punctuation mark, explain how it should be used, and included any informative dos and don'ts. Don't be afraid to get creative and have fun with this presentation software. Adobe Spark allows you to create amazing graphic visuals in just minutes.
Task 2 (4th/5th/6th period only): Students/pairs/groups were given specific products to create using Adobe Spark. (Assignments include but are not limited to: flyers, posters, infographics, video lessons, and webpages. Please speak with Mr. Reed regardarding your individualized task.) Each student/pair/group is responsible for providing the class with tutorial resources for both the elipsis and semicolon punctuation marks (unless noted otherwise). Students/pairs/groups must list their products and a link to access them via Adobe Spark in their class' Google doc (see Task 1).
Standards-This assignment is supported by the following Georiga Standards of Excellence:
ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission.
ELAGSE8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELAGSE8SL5: Integrate multimedia and visual displays into presentationsto clarify information, strengthen claims and evidence, and add interest
Objective: In this Virtual Learning Assignment (VLA), students will learn how to work independently as well as collaboratively in order to create and produced paired/group products. Students will learn to use Google Docs and Adobe Spark in this VLA. Learners will showcase their knowledge of the Standard English language and its conventions when writing, speaking, and reading.
Task 1: Click on the Google doc link for your period. Enter in your individual/group name and project information as directed.
Task 2 (1st period only): Using Adobe Spark, create a flyer or poster for either the semicolon or ellipsis punctuation mark. You may use your classwork, notes, resources, and any teacher-made materials distributed on ellipses and semicolons. Your flyer should include a graphic illustration of your selected punctuation mark. Next, either define your punctuation mark or write a clever caption (ex-something that would go on a graphic tee). If you select to do a poster, define your punctuation mark, explain how it should be used, and included any informative dos and don'ts. Don't be afraid to get creative and have fun with this presentation software. Adobe Spark allows you to create amazing graphic visuals in just minutes.
Task 2 (4th/5th/6th period only): Students/pairs/groups were given specific products to create using Adobe Spark. (Assignments include but are not limited to: flyers, posters, infographics, video lessons, and webpages. Please speak with Mr. Reed regardarding your individualized task.) Each student/pair/group is responsible for providing the class with tutorial resources for both the elipsis and semicolon punctuation marks (unless noted otherwise). Students/pairs/groups must list their products and a link to access them via Adobe Spark in their class' Google doc (see Task 1).
Standards-This assignment is supported by the following Georiga Standards of Excellence:
ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission.
ELAGSE8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
ELAGSE8SL5: Integrate multimedia and visual displays into presentationsto clarify information, strengthen claims and evidence, and add interest
Technology Integration: Using Adobe Spark to Create Graphics, Web Pages, and Video Stories (Practice Session).
Adobe Spark is a free graphic design app. Today's virtual learning assignment is all about exploring Spark to see what products it can offer you. Click here to open Adobe Spark and follow the slides to create and set up your account.
Georgia Milestone Assessment Practice Experience
Do you want to experience what taking the Georgia Milestones Assessment (GAMS) will be like in April? Click here to practice taking the End-of-Grade (EOG) GAMS.
This practice test includes ALL core contents, and the instructions as well as the test items are designed to reflect the real test. Additionally, students have the opportunity to become familiar with the test's tools, such as the highlighter, calculator, and cross-off, which allows students to eliminate incorrect answers with the letter "X." But that's not all, there are many other useful tools that they students can explore.
Good luck!
This practice test includes ALL core contents, and the instructions as well as the test items are designed to reflect the real test. Additionally, students have the opportunity to become familiar with the test's tools, such as the highlighter, calculator, and cross-off, which allows students to eliminate incorrect answers with the letter "X." But that's not all, there are many other useful tools that they students can explore.
- Click here to access the GAMS Online Practice Test.
- Go to Test Practice and select End-of-Grade (EOG) Spring Main.
- Select EOG Test Practice, Standard Online Tools, and Grades 6-8.
- Use the Username - Georgia68 and the Password - Training.
Good luck!
The Other Foot: Before the Departure ( Start-TBA; Ends TBA)
In Ray Bradbury's "The Other Foot," African Americans decide to leave Earth to colonize Mars after centuries of racism, inequality, and abuse. But why? What happened to Earth's black inhabitants that made them give up their native homes to populate a foreign planet? Were things really that bad? Your task: Present what life was like for African Americans from slavery to 1965. You may use Google Slides, Sway, eMaze (collaborations allowed w/upgraded accounts only), PowerPoint, Prezi, or any other presentation program to showcase African American life in America.
Resource suggestions:
Use Clever to log into BrainPop. Check out their presentations on "Civil Rights," "Jim Crow," the "Tuskegee Airmen," "Muhammad Ali," "Harvey Milk," "Brown vs. Board of Education of Topeka," "Martin Luther King Jr.," "To Kill a Mockingbird," and "Motown." You can also use your CommonLit assignments ("The Scottsboro Bros," "The Sit-in Movement," "How Jackie Robinson Changed Baseball," "The Story of Ida B. Wells," "Ain't I a Woman," "The Many and the Few," "We Wear the Mask," "Mother to Son," and "The Harlem Renaissance.")
Additional topics of interests: Before and after slavery, universal rights, Jim Crow Laws (voting), segregation (public places/transportation), boycotts, jobs, wages, social status, political power/positions, education, and disenfranchisement.
Resource suggestions:
Use Clever to log into BrainPop. Check out their presentations on "Civil Rights," "Jim Crow," the "Tuskegee Airmen," "Muhammad Ali," "Harvey Milk," "Brown vs. Board of Education of Topeka," "Martin Luther King Jr.," "To Kill a Mockingbird," and "Motown." You can also use your CommonLit assignments ("The Scottsboro Bros," "The Sit-in Movement," "How Jackie Robinson Changed Baseball," "The Story of Ida B. Wells," "Ain't I a Woman," "The Many and the Few," "We Wear the Mask," "Mother to Son," and "The Harlem Renaissance.")
Additional topics of interests: Before and after slavery, universal rights, Jim Crow Laws (voting), segregation (public places/transportation), boycotts, jobs, wages, social status, political power/positions, education, and disenfranchisement.
"The Monkey's Paw," by W.W. Jacobs (1902)
Assignments for "The Monkey's Paw"
1. Sign into Office 365, open Teams, select your period's channel for 01/29/2019, and complete Cyber Post 45. You may have to answer a variety of four questions. Make sure that you reply to all questions that have been addressed to you by one of your teachers. (Q1: In your own words, what does it mean to be superstitious? Q2: What superstitions have you heard of Q3: What kinds of superstitious behaviors do you or people you know believe in? Q4: If you could wish for three things, what would they be?) As a class, I want you all to feel free to engage in intellectual conversation about the topics, subject matter, and/or questions. You can add appropriate emojis, memes, stickers, file attachments (for additional scholarly reading), etc. I expect all students to respond to a minimum of two classmates in PQA format or one students in ABC format. (Remember to respond to the question(s) addressed to your group as well as your peers' comments professionally. Inappropriate responses will be removed and academic as well as disciplinary action will follow.)
2. Before reading "The Monkey's Paw," I would like for you to know a little about the author and the setting of the story. Use this link to download the graphic organizer for Jacobs. Next, log into Classzone to access your online textbook. Select your viewing page preference (single or double) and enter page 359. Read about W.W. Jacobs and the late 1800s/early 1900s. Enter in any applicable information into the sections of your graphic organizer.
3. Log into Quizlet. Select the vocabulary set for "The Monkey's Paw" (TMP). Spend at least 30-45 minutes familiarizing yourself with the vocabulary words. I expect you to know their denotations along with how they are pronounced and spelled. Remember, with Quizlet you choose how you learn new vocabulary.
4. After you feel comfortable with the vocabulary for TMP, select a way to read the entire story in one sitting. Option 1: Read "The Monkey's Paw via your literature textbook. You may read it independently or by listening to the dramatic retelling of the story (click here). When you have completed the story, answer all of the After Reading Comprehension questions on pg. 371 in PQA format. Option 2: Log into CommonLit. Select the assignment for "The Monkey's Paw." Read the story while answering the guided reading questions. After reading the story, answer the reading comprehension and short response questions. Please use either the R.A.P.P. or R.A.C.E. to answer the written response questions.
5. Select Word Online or Google Docs to create a two-row, three-column (2x3) graphic organizer. Name this document: TMP Compare and Contrast 1. Label the columns as such: 1) "The Monkey's Paw" (Story) Differences, 2) TMP Short Story & Film Adaptation Similarities, 3) The Monkey's Paw (Film) Differences. Next, watch this 2011 film adaptation of The Monkey's Paw. While watching the film, list noticeable similarities and differences between the short story and the film adaptation in your graphic organizer. When you have completed this assignment, save your work and place this item in your TMP folder on One or Google Drive. (Note: Due to student restrictions, your Chromebooks cannot access YouTube. On 2/5/19, I will show this film adaptation in class. If you have already completed this task, you may use this class session to work on your Choice Board Project.)
6. Select Word Online or Google Docs to create a two-row, three-column (2x3) graphic organizer. Name this document: TMP Compare and Contrast 2. Label the columns as such: 1) "The Monkey's Paw" (Story) Differences, 2) TMP Short Story & The Simpsons Parody Similarities, 3) The Simpsons (Parody) Differences. Watch clip 1 and clip 2 of The Simpsons S3E7. While watching the clips, list noticeable similarities and differences between the short story and the parody in your graphic organizer. When you have completed this assignment, save your work and place this item in your TMP folder on One or Google Drive. (Note: Due to student restrictions, your Chromebooks cannot access YouTube. On 2/7/19, I will show this parody via Hulu in class. If you have already completed this task, you may also use this class session to work on your Choice Board Project.)
7. Select Word Online or Google Docs to create a two-row, three-column (2x3) graphic organizer. Name this document: TMP Compare and Contrast 3. Label the columns as such: 1) "The Monkey's Paw" (Story) Differences, 2) TMP Short Story & The Alfred Hitchcock Hour (Episode) Similarities, 3) TAHH TMP Episode Differences. Watch The Alfred Hitchcock Hour: The Monkey's Paw A Retelling via Dailymotion. While watching this episode, list noticeable similarities and differences between the short story and the film adaptation in your graphic organizer. When you have completed this assignment, save your work and place this item in your TMP folder on One or Google Drive. (Note: Due to student restrictions, your Chromebooks may not allow you to access Dailymotion. On 2/8/19, I will show this short film interpretation in class. If you have already completed this task, you may also use this class session to work on your Choice Board Project.)
8. Continue working on your Choice Board Project. (It will be due on 2/13/2019.) Please submit your electronically per the directions on your CBP handout. Use your remaining time to study for your test over TMP via Quizzizz (game code: 333023). You will take your online test in class on 2/13/2019.
Extra Credit Opportunity: Did you enjoy reading "The Monkey's Paw"? Do you think you can teach a mini-lesson on the Exposition and the Stages of Plot, The Characters and their Traits, TMP's Conflicts (Problems and Solutions), Foreshadowing, Irony, Resolutions, or the Theme and Morals of the story? If so, you can work independently, with a partner, or in a group to complete this task. See me to sign up so that I can personally explain the instructions. You will be responsible for creating, teaching, and presenting a lesson, as well as administering some form of assessment over your topic. This is for the brave at heart, but it's worth two hundred bonus points or three homework passes.
2. Before reading "The Monkey's Paw," I would like for you to know a little about the author and the setting of the story. Use this link to download the graphic organizer for Jacobs. Next, log into Classzone to access your online textbook. Select your viewing page preference (single or double) and enter page 359. Read about W.W. Jacobs and the late 1800s/early 1900s. Enter in any applicable information into the sections of your graphic organizer.
3. Log into Quizlet. Select the vocabulary set for "The Monkey's Paw" (TMP). Spend at least 30-45 minutes familiarizing yourself with the vocabulary words. I expect you to know their denotations along with how they are pronounced and spelled. Remember, with Quizlet you choose how you learn new vocabulary.
4. After you feel comfortable with the vocabulary for TMP, select a way to read the entire story in one sitting. Option 1: Read "The Monkey's Paw via your literature textbook. You may read it independently or by listening to the dramatic retelling of the story (click here). When you have completed the story, answer all of the After Reading Comprehension questions on pg. 371 in PQA format. Option 2: Log into CommonLit. Select the assignment for "The Monkey's Paw." Read the story while answering the guided reading questions. After reading the story, answer the reading comprehension and short response questions. Please use either the R.A.P.P. or R.A.C.E. to answer the written response questions.
5. Select Word Online or Google Docs to create a two-row, three-column (2x3) graphic organizer. Name this document: TMP Compare and Contrast 1. Label the columns as such: 1) "The Monkey's Paw" (Story) Differences, 2) TMP Short Story & Film Adaptation Similarities, 3) The Monkey's Paw (Film) Differences. Next, watch this 2011 film adaptation of The Monkey's Paw. While watching the film, list noticeable similarities and differences between the short story and the film adaptation in your graphic organizer. When you have completed this assignment, save your work and place this item in your TMP folder on One or Google Drive. (Note: Due to student restrictions, your Chromebooks cannot access YouTube. On 2/5/19, I will show this film adaptation in class. If you have already completed this task, you may use this class session to work on your Choice Board Project.)
6. Select Word Online or Google Docs to create a two-row, three-column (2x3) graphic organizer. Name this document: TMP Compare and Contrast 2. Label the columns as such: 1) "The Monkey's Paw" (Story) Differences, 2) TMP Short Story & The Simpsons Parody Similarities, 3) The Simpsons (Parody) Differences. Watch clip 1 and clip 2 of The Simpsons S3E7. While watching the clips, list noticeable similarities and differences between the short story and the parody in your graphic organizer. When you have completed this assignment, save your work and place this item in your TMP folder on One or Google Drive. (Note: Due to student restrictions, your Chromebooks cannot access YouTube. On 2/7/19, I will show this parody via Hulu in class. If you have already completed this task, you may also use this class session to work on your Choice Board Project.)
7. Select Word Online or Google Docs to create a two-row, three-column (2x3) graphic organizer. Name this document: TMP Compare and Contrast 3. Label the columns as such: 1) "The Monkey's Paw" (Story) Differences, 2) TMP Short Story & The Alfred Hitchcock Hour (Episode) Similarities, 3) TAHH TMP Episode Differences. Watch The Alfred Hitchcock Hour: The Monkey's Paw A Retelling via Dailymotion. While watching this episode, list noticeable similarities and differences between the short story and the film adaptation in your graphic organizer. When you have completed this assignment, save your work and place this item in your TMP folder on One or Google Drive. (Note: Due to student restrictions, your Chromebooks may not allow you to access Dailymotion. On 2/8/19, I will show this short film interpretation in class. If you have already completed this task, you may also use this class session to work on your Choice Board Project.)
8. Continue working on your Choice Board Project. (It will be due on 2/13/2019.) Please submit your electronically per the directions on your CBP handout. Use your remaining time to study for your test over TMP via Quizzizz (game code: 333023). You will take your online test in class on 2/13/2019.
Extra Credit Opportunity: Did you enjoy reading "The Monkey's Paw"? Do you think you can teach a mini-lesson on the Exposition and the Stages of Plot, The Characters and their Traits, TMP's Conflicts (Problems and Solutions), Foreshadowing, Irony, Resolutions, or the Theme and Morals of the story? If so, you can work independently, with a partner, or in a group to complete this task. See me to sign up so that I can personally explain the instructions. You will be responsible for creating, teaching, and presenting a lesson, as well as administering some form of assessment over your topic. This is for the brave at heart, but it's worth two hundred bonus points or three homework passes.