home

machination: (mak uh NAY shun) n, scheming activity for evil purpose.

Darth Vader failed in his machinations to kidnap Luke Skywalker.

lucid: (LOO sid) adj, clear; easy to understand.

The teacher’s explanation of the Declaration of Independence was so lucid all the students could explain the document to their parents.

pervade: (pur VAYD) v, to spread throughout.

Copies of //Harry Potter// pervaded the 7th grade students.

volition: (voh LISH un) n, will or conscious choice.

The student chose to go to Pius of his own volition. His parents didn’t force him.

copious: (KOH pee us) adj, abundant or plentiful.

A copious number of students were at high school night because they must decide where to go to high school.

7th Grade 10/6/11
1. One hundred word essay due in WPP tomorrow.

2. Complete the first 31 pages of //Dracula// for next Tuesday, along with literature circle sheet. If the lit circle sheet is incomplete, I may call your parents.

3. Debate: Using resources such as //The Broken Spears// and //The Conquest of New Spain//, create 5 arguments with evidence to use in your debate. Use 7th Grade Debate Graphic Organizer on student pickup drive. (Due Tuesday.)

8th Grade Conclusions


1. By Friday, your complete five paragraph //Antigone// essay should be turned in.

2. You should run your //Antigone// essay through WPP by Friday and fix and spelling or grammatical errors the program finds.

3. By Monday, complete a graphic organizer for your debate role. Organizer can be foundon Student Pick-Up Drive. The following is taken from

http://grammar.ccc.commnet.edu/grammar/composition/endings.htm

How to Write a Conclusion

Your conclusion is your opportunity to wrap up your essay in a tidy package and bring it home for your reader.

Here is a brief list of things that you might accomplish in your concluding paragraph(s).* There are certainly other things that you can do, and you certainly don't want to do all these things. They're only suggestions:
 * include a brief summary of the paper's main points.
 * ask a provocative question.
 * use a quotation.
 * evoke a vivid image.
 * call for some sort of action.
 * end with a warning.
 * universalize (compare to other situations).
 * suggest results or consequences.

Here is an example of a conclusion paragraph. Please note that the thesis is restated at the beginning of the paragraph.

As mentioned above, the Earth's natural environment has often presented dangers to explorers. Dangerous animals, vast oceans, and violent weather have presented risks to humans. However, the new frontier of outer space, with its vacuum, meteors, and lack of water, presents unique challenges to people who desire to explore it.

7th Grade Debate Research
The following are chapters and titles from //The Conquest of New Spain// by Bernal Diaz. Bernal Diaz is a conquistador who rode with Cortes. The book is available on the student pickup drive for download. Each chapter is written in Roman numerals, which is how they are written in the book, and followed by a short summary of what each chapter is about.

Next, are pages and titles from //The Broken Spears.// It is a book written by the Aztecs themselves after their conquest by Cortes about the conquest. Mr. Riggs has copies of //The Broken Spears// for you to borrow and use in preparing for the debate. You do not need to read everything below, but these chapters will provide you with much ammunition for the debate, whether you are proposition or opposition.

Vocabulary: A cazique is an Aztec lord. A papas is an important Aztec man. __ The Conquest of New Spain __

XXXIII. Cortes issues orders that we should hold ourselves in readiness to march against the Indians on the following day; he also commands the horses to be brought on shore. How the battle terminates we fought with them.

XXXIV. How we are attacked by all the caziques of Tabasco, and the whole armed force of this province, and what further took place.

XLVII. How Cortes ordered the five Mexican tax-gatherers to be imprisoned, and no further obedience to be paid Motecusuma, nor tribute to be exacted; and of the rebellion which was now excited against this monarch.

LI. What happened to us at Tzinpantzinco, and how, on our return to Sempoalla, we destroyed all the idols; likewise of other matters.

LVIII. How we came to the resolution of marching to Mexico, and of destroying all our vessels, which was done with the sanction and by the advice of all Cortes' true adherents.

LXXXIII. How the inhabitants of Cholulla concerted a plan, at the instigation of Motecusuma, to murder us all, and what further happened.

CHAPTER XCIII. How we erect a chapel and altar in our quarters with a cross on the outside; discover the treasure of Motecusuma's father; and determine to seize the monarch's person and imprison him in our quarters.

XCV. Of the imprisonment of Motecusuma, and what further happened.

CI. How the powerful Motecusuma, with several caziques and chief personages of the country, declare themselves vassals of our emperor; and of other occurrences which happened then.

CIV. How Cortes desired the powerful Motecusuma to order all the caziques of the empire to bring in the tribute of gold due to our emperor

CHAPTER CXXVI. How the Mexicans made war upon us, and the battles we fought with them. Includes the death of Motecusuma.

CXXVIII. How we come to the determination of leaving Mexico secretly at night; and what further happened __ The Broken Spears __

"The Messengers Contact the Spaniards" pgs. 25-28

"Motecuhzoma Sends Out Wizards and Magicians" pgs. 33-36

"Intrigues Against Cholula" pgs. 40-49

"Ixtlilxochitl Becomes a Christian" pgs. 59-60

"The Spaniards Arrive in Tenochtitlan" pgs. 62-69

"The Spaniards Are Besieged" pgs. 78-90

"Fifteen Spaniards Are Captured and Sacrificed" pgs. 104-105 = = =Literature Circles for //Dracula//= Read to page 31 by next Tuesday. =Discussion Directors: Jake, Connor= =Summarizers: Abby, Ruwandi= =Literary Luminaries: Olivier, Kassi=

Vocabulary Enricher: Zoe, Daijon
= = = = =8th Grade Assignments from 10/3/11= 1. Complete introductory paragraph for Wednesday. 2. Finish book and book report for Wednesday. 3. Find 3 articles or resources using internet databases, libraries, or the internet that you can use in your coming debate on the topic "The patriots should have been tried for treason against the British crown."

8th Grade Debate!
Topic: The Founding Fathers should have been put on trial for treason against the British Crown (England).

Internet Research Steps
>> Go down the page until you find “Kids” and click on it. Assignment: By Wednesday, find three articles for use in your debate. Each team member should find 3 articles or resources.
 * 1) Try an internet database.
 * 2) For example, go to []
 * 1) Enter keywords into the search on the page. For example, type in “founding fathers” and “terrorist.” (If you are looking for a specific working, put it in quotations. For example “George Washington was a terrorist”. Putting it in quotes insures that the database will look for those words in that order.
 * 2) Look at articles that have to do with your search. If you find a long article that may only have a little to do with your search, you can search the article by hitting Control+F.
 * 3) Look at 3-5 pages of articles.
 * 4) Copy and paste or save your most important article. Make sure you include the source of this information so that you can tell others where your information came from!
 * 5) Look in book/Go to library.
 * 6) Get a book. Look up in the index whatever topic you are researching. The index is in the back, and will list page numbers where information on your topic can be found in the book.
 * 7) Try Google.
 * 8) Google provides a ton of information. Unfortunately, not a lot of Google’s information is of a high quality, so you will have to look through more information than when using an online database.
 * 9) Go to google.com. Type in what you are searching for in the search bar.
 * 10) Go through 5-10 pages looking at results.
 * 11) If you find something that is related, click on it.
 * 12) If it is long, use the Control+F method described above.

=8th Grade Introductory Paragraph=

Using the information below, write an introductory paragraph for your //Antigone// thesis paper. Your introduction should be written by Wednesday. The following is taken from []

Students are told from the first time they receive instruction in English composition that their introductory paragraphs should accomplish two tasks: The second task can be accomplished by a carefully crafted **thesis statement**. Writing thesis statements can be learned rather quickly. The first task — securing the reader's interest — is more difficult. Make sure your thesis comes at the end of your introductory paragraph. = = Here is an example of an introductory paragraph from http://lrs.ed.uiuc.edu/students/fwalters/essaybasic.html
 * 1) They should get the reader's interest so that he or she will want to read more.
 * 2) They should let the reader know what the writing is going to be about.

Here is a short example of an introductory paragraph (the thesis is in bold): = = =Vocabulary Test for 7th and 8th Grade on Friday, October 7th=
 * Throughout human history, the physical universe has often presented dangers to explorers. For example, when primitive humans left their tribal villages to search for food and water, they risked death or injury from dangerous animals. Later, when people sailed the oceans in search of new lands for settlement or trade, many died in terrible storms. **Similarly, the ocean of outer space has many dangers, but it also has several unique challenges for explorers.** ||

All words below will be included on the test.

abridge: (uh BRIJ) v: to shorten; condense. “The thoughtful editor abridged the massive book by removing the boring parts.”

impeccable: (im PEK uh bul) adj flawless; entirely without sin. “The children’s behavior was impeccable; they didn’t pour dye into the swimming pool.”

parody: (PAR uh dee) n a satirical imitation. “At the talent show, the girls sang a hilarious parody of a Lady Gaga song called ‘Bad Bromance.’”

replete: (ri PLEET) adj completely filled; abounding The once-polluted stream was now replete with fish of every kind.

sanguine: (SANG gwin) adj Cheerful; optimistic; hopeful Miguel was sanguine about getting a good grade on the test because he studied so hard for it.

allege: (uh LEJ) v to assert without proof. The police allege that Terrionna stole the entire Milwaukee Montessori School and hid it in her basement, but they haven’t proved it yet.

circumspect: (SUR kum spekt) adj cautious. The circumspect general did all he could not to put his soldiers in danger.

cliché: (klee SHAY) n an overused saying or idea. Saying “A dog ate my homework” is a clichéd excuse for not doing your work.

despot: (Des puht) n an absolute ruler; a ruler who has total power and uses it cruelly. The despot ordered his troops to shoot people in the streets protesting the lack of elections.

monolithic: (mah nuh LITH ik) adj massive, solid, uniform, and unyielding. The robot army was a monolithic force; each robot fought like every other robot, and they could not be stopped.

morose: (muh ROSE) adj gloomy, sullen After being suspended for painting the teacher’s dog blue, Jon could not help but be morose, even though he deserved the suspension.

utopia: (yoo TOH pee uh) n an ideal society. A school that had no classes except gym class would be Hedwig’s idea of a utopia.

visionary: (VIZH uh ner ee) n a dreamer; someone with impractical goals or ideas about the future Quentin was a better visionary than a student; he spent all day creating comic books about talking fish instead of doing his homework.

callow: (KAL oh) adj immature The teenage girl fell to the floor of the store crying because her mother would not buy her the dress. The other customers were surprised by this callow behavior.

denizen: (DEN i zun) n inhabitant We are all denizens of the United States of America.

exalt: (ig ZAWLT) v to raise high; to glorify The manager exalted the batboy by asking him to bat in the World Series.

=7th Grade! Remember to be done reading your books by October 4th, the date of your last literature circles.=

=HAVE FUN AT NATURE'S CLASSROOM!=





=Antigone Dramatic Reading= =8C=

Creon #2: Andrew
Chorus: pg. 19 McKenna and Maia Chorus: pg. 20 Jordan Guard: Maia and McKenna

Chorus: Ali pg. 53
= = =8th Grade Agenda for 9/21/11= 1. Meet as an entire 8th grade at 8:15 to discuss the writing of "body" paragraphs. 2. Meet in groups to begin planning a dramatic reading of //Antigone//. 3. Time to work on body paragraphs.

=8th Grade Assignments for 9/21/11= 1. Vocab quiz on Friday. 2. Continue reading book and work on book report due 9/5/11. (see below.) 3. Complete 3 "body" paragraphs by end of day on Friday. 4. Finish readings from history textbook and Make Your Own Test! activity by end of day Friday.

Assignment: Expand your thesis, arguments, and evidence into three “body” paragraphs of an essay. You should put one paragraph into the dropbox by the end of the day, two more by end of day Friday.
 * 1) Your first sentence should restate your thesis.
 * 2) Your second sentence should give your argument.
 * 3) Your third sentence should be your quote from the text.
 * 4) Your fourth and greater sentences should show your reasoning, and explain how the quotation proves your argument and your thesis.
 * 5) Final Sentence: Your final sentence should summarize the paragraph.

Antigone Sample Body Paragraph

Thesis: Women in //Antigone// are portrayed as powerful and capable. In //Antigone,// women are shown to be powerful and able to take action. Even Ismene, who is at first portrayed as a weak character because she does not want to bury her brother, is capable of making a bold move. For example, after Antigone is captured for burying her brother, Ismene arrives and says “I did the deed, if she cosents, and I will take and bear the charge.” (pg. 33) Ismene is lying, saying that she buried her brother even though she didn’t. She knows that if Creon believes her, she will die. The act of lying while knowing that her lie will cost her life is a bold decision, and shows that women are capable of being bold.

=EXTRA CREDIT! EXTRA CREDIT! EXTRA CREDIT!=

Memorize a poem while you are at Nature's Classroom and recite it for Mr. Riggs anytime between October 2nd and October 7th.

[] [] []

=8th Grade Book Report Due 10/5/11 (Thanks to the student who noticed I messed up the date.)=

Book Report Complete the following seven questions, then choose ONE of the creative elements below and complete it. Creative Element
 * 1) Summarize your book in one good paragraph.
 * 2) Write a new final paragraph for your book. How will you change the book’s ending?
 * 3) If you could be a character from your book, which character would you be and why?
 * 4) Write a paragraph on connections between your book and your own life.
 * 5) How does your book portray America or life?
 * 6) Would you recommend your book to a friend? Why or why not? One paragraph
 * 7) Create three possible topics/theses about your book.
 * Create a cover for your book. Include the title, author and a “tagline.” A “tagline” is a phrase or motto to get people excited about reading the book.
 * Pretend you are a character from your book. Write three poems about their experiences in the book.
 * Memorize a significant paragraph from the book and perform it dramatically in class.
 * Create a short comic about a scene from your book.
 * Draw two pictures of a scene from the book.

Sarah has an extension until 10/12/11.

8th Grade Activities for Monday, September 19th:
1. Re-enact the battle of Lexington and Concord. 2. Read pages 77 through 98 of //From Colonies to Country.// 2. Create a 15 question test based on pages 77 through 98 of //From Colonies to Country//. Use only the following 10 verbs in creating your test. For example, “Justify the murder legality of slave-holding by men who signed the Declaration of Independence” or “Outline major events in Massachusetts between 1770 and 1776.” You may use each verb no more than 2 times. After you create your test, answer the questions that you have created.

Summarize

Draw

Outline

Argue

Illustrate

Judge

Justify

Explain

Create

Debate

Can you point out the historical inaccuracies in the following picture:


=Vocabulary Quiz Words= =Quiz on these words September 23rd! Be aware there will be a vocabulary test that will cover all the words you've learned so far this year on October 7th.=

utopia: (yoo TOH pee uh) n an ideal society.

A school that had no classes except gym class would be Hedwig’s idea of utopia.

visionary: (VIZH uh ner ee) n a dreamer; someone with impractical goals or ideas about the future.

Quentin was a better visionary than a student; he spent all day creating comic books about talking fish instead of doing his homework.

callow: (KAL oh) adj immature.

The teenage girl fell to the floor of the store crying because her mother would not buy her the dress. The other customers were surprised by this callow behavior.

denizen: (DEN i zun) n inhabitant

We are all denizens of the United States of America.

exalt: (ig ZAWLT) v to raise high; to glorify

The manager exalted the batboy by asking him to bat in the World Series. = =

=7th Grade Assignments from 9/15/11=

1. Complete poster on the life of Columbus due Thursday, September 22nd. Poster should include 10 events from your timeline and include 5 illustrations. 2. Vocab quiz tomorrow! 3. Continue reading your assigned book. (See 9/13 for details.) 4. Think about possible debate topics involving Columbus, the Spanish, and Native Americans.

=8th Grade Assignments from 9/14/11=

1. Find evidence to support the arguments that support your thesis for Monday. 2. Read your book and complete book report. Book report will be due October 5th. If you chose an adult or college level book and need a few more days talk to Mr. Riggs. The book report is available in the student pickup box as of this moment. 3. Complete Lexington and Concord battle plans for Monday. 4. Vocab quiz Friday!

=7th Grade Assingments from 9/13/11= = = i. Find 3 arguments to support or oppose the proposition above.
 * 1) Read //Fahrenheit 451// up to Part 3 for Tuesday or...
 * 2) Read //Golden Compass// to Part 3 for Tuesday.
 * 3) Complete literature circle role sheets.
 * 4) Vocab quiz on Friday! Words are found below.
 * 5) Viking Diorama/Argument
 * 6) If you want, you may create a diorama of the Viking settlements in North America with Ms. Pearce. Use the following website as a resource: []
 * 7) Proposition: The Vikings should have stayed and colonized North America.

=8th Grade Assignments from 9/12/11=

1. Complete //Antigone// sketchbook for Thursday. 2. Create 3 debate topics based on //Antigone.// 3. Complete Lexington and Concord Graphic Organizers for next Monday, the 19th. 4. Finish preparing for Debate All-Stars on Wednesday! (Dress nicely if you want to. I'll be in a suit.) 5. Vocab quiz on Friday. Words below. 6. If you want, bring a book on Wednesday. We will be choosing books for a book report.

The best battle map of Lexington, found by a brilliant student!

=Vocab Words for the Week= =Quiz 9/16/11= = = allege: (uh LEJ) v to assert without proof.

The police allege that Terrionna stole the entire Milwaukee Montessori School and hid it in her basement, but they haven’t proved it yet.

circumspect: (SUR kum spekt) adj cautious.

The circumspect general did all he could not to put his soldiers in danger.

cliché: (klee SHAY) n an overused saying or idea.

Saying “A dog ate my homework” is a clichéd excuse for not doing your work.

despot: (Des puht) n an absolute ruler; a ruler who has total power and uses it cruelly.

The despot ordered his troops to shoot people in the streets protesting the lack of elections.

monolithic: (mah nuh LITH ik) adj massive, solid, uniform, and unyielding.

The robot army was a monolithic force; each robot fought like every other robot, and they could not be stopped.

morose: (muh ROSE) adj gloomy, sullen

After being suspended for painting the teacher’s dog blue, Jon could not help but be morose, even though he deserved the suspension.

7th Grade Research Assignment from 9/8
The following is also available on the pickup drive.

Viking PowerPoint Assignment

This morning, you will become an expert on one part of Viking life or Viking exploration of North America, and then teach your own history class. Working alone or with a partner, create a power point presentation on one of the topics below. Your power point should be at least 8 slides long. Each presentation should include:

-a title

-pictures and videos.

-an oral component. (You should be able to say things about the topic that are not written on the slides.)

-a timeline of events.

-(If you have 2 topics put together, the two topics combined must have all the features above. You don’t need to do all of them for both.)

-an explanation of why your topic is significant (important).

[|__Bjarni Herjólfsson__] and the Sagas (These are unrelated topics) [] [] []

Sagas (Make sure you mention why the sagas are important in a discussion of the Vikings in North America!) [] [] __http://en.wikipedia.org/wiki/Eir%C3%ADks_saga_rau%C3%B0a__

A Biography of Leif Erikson http://www.viking.no/e/people/leif/e-leiv.htm http://www.mnc.net/norway/LeifErikson.htm http://www.mnc.net/norway/ericson.htm http://en.wikipedia.org/wiki/Leif_Ericson

The Expeditions of Thorvald Ericson and [|Thorfinn Karlsefni], [] [] [|http://en.wikipedia.org/wiki/Norse_colonization_of_the_Americas#Thorvald.27s_voyage] [|Thorfinn Karlsefni] __,__ [] [] [] []

Viking Religion (include a timeline of the Viking conversion to Christianity.) [] [] [] []

Viking Rubric Your presentation will be given four points, one point for each of the following:
 * # Your Power Point: Your powerpoint should be informative and interesting. It should have pictures and/or video, and teach other students about your topic.
 * 1) Speaking component: You should be able to speak about your topic without simply reading off your powerpoint. You should sound like an “expert” on your topic.
 * 2) Content: Your powerpoint should contain a timeline, a discussion of the significance of your topic, and give enough information about the topic that other students are able to complete their graphic organizers.
 * 3) Work Time: You used your work time to wisely, and to the best of your ability. ||


 * Title or Titles: ||
 * Timeline: ||
 * Significance or Importance: ||
 * Impact on the History of North America (this may not apply to every topic: || Title or Titles: ||
 * Timeline: ||
 * Significance or Importance: ||
 * Impact on the History of North America (this may not apply to every topic: ||  ||

=8th Grade Assignments from 9/7= Antigone Sketchbook ¢ For each of the monologues below, create a one-page, color drawing of what the speaker is describing in the scene. The picture should also include at least one line of dialogue as a caption to the scene. ¢ Tiresias pg. 50-51  ¢ Guard pg. 22-23  ¢ Guard pg. 28

In English today, we prepared you for literature cirlces by doing literature circles in class.
• If you have chosen The Golden Compass, read pages 1-159 by next Tuesday. • If you have chose Fahrenheit 451 read 3-68 by next Tuesday. Assignment: You will be assigned two jobs for a literature circle on your book. You have until next Tuesday, September 13th to complete two of the following jobs and worksheets on your book.


 * 1) ====Summarizer Zoe, William, Daijon, Maggie====
 * 2) ====Vocabulary Enricher Abby, Olivier, Ruwandi, Connor====
 * 3) ====Connector Hajira, Jake, Matt, Kassi====
 * 4) ====Discussion Director Abby, William, Connor, Maggie====
 * 5) ====Illustrator Hajira, Jake, Kassi, Matt====
 * 6) ====Literary Luminary Zoe, Olivier, Daijon, Ruwandi====

The worksheets for this assignment can be found here: P:\JrHigh\JrHigh1\english\Literature\Literature Circle Role Sheets

7th Grade Assignment from 9/1
You have three assigments for next week. 1. //Of Mice and Men// assessment due on Tuesday. 2. Viking raid article due on Thursday. See below. 3. Vocab quiz on Friday, September 9th. Vocab is below.

Viking Raid Assignment Write a 500 word article as though you are a journalist describing a Viking raid. Your article should go through all the writing steps below. Show me a rough draft before completing your final draft. I am available all day Friday, and Tuesday afternoon. v To review the writing process:  1. Prewriting: A skillful writer creates notes, an outline, a poster, anything to write from. 2. Rough Draft: A skillful writer uses their pre-writing to create a rough draft. 3. Revision: A skillful writer fixes problems in their rough draft. We will meet to give your essay a final polish. 4. Final Draft: A skillful writer constructs a final polished draft. (Extra Credit: Draw a picture for your article!) Viking Internet Resources v [|http://www.lindisfarne.org.uk/793][|/]  v [|http://][|www.bbc.co.uk/history/ancient/vikings/overview_vikings_01.shtml]   v Account of Viking siege of Paris: [|http://][|www.deremilitari.org/resources/sources/vaast.htm] OR [|http://en.wikipedia.org/wiki/Siege_of_Paris_(885%E2%80%93886][|)]   v http://www.hurstwic.org/history/articles/society/text/raids.htm

8th Grade Assignments from 8/31
Dear 8th grade,

Sorry this page looks like it was created by a dizzy squirrel, but I'm still getting used to using a wiki. I'll promise I'll do better in the future!

1. Read //Antigone// by Sophocles. Finish reading by Wednesday, September 7th.
2. Write a 500 word essay on the impact of the French and Indian War on Wisconsin. Your essay should include the following four writing stages.

__1. Prewritin g: A skillful writer creates notes, an outline, a poster, anything to write from using resources such as a website. __  __2. Rough Draft: A skillful writer uses their pre-writing to create a rough draft. You will write a draft, put it through WPP, and correct it once before showing it to me. __  __3. Revision: A skillful writer fixes problems in their rough draft. We will meet to give your essay a final polish. __  __4. Final Draft: A skillful writer constructs a final polished draft. __

n []  n []   n []

2. Read the following article before writing and answering a three question quiz on the reading:
__ [|http://] ____ [|www.eyewitnesstohistory.com/vikings.htm] __

8th Grade Assignments Due 8/31/11
1. Create your own OneNote page about yourself. 2. Read the following article before writing and answering a three question quiz on the reading: []

Summer Reading Assessment
====This summer, you were assigned either //Tale of Two Cities// or //Of Mice and Men.// To demonstrate that you read your summer reading book, you have a choice of the following assessments: a book review, a movie poster, a comic book or a map. Your work will be displayed in a gallery in October when your grandparents come to visit.====

====Using WPP, write a book review of your book. Imagine you are the book critic for the //Milwaukee Journal-Sentinel.// How will you judge the book? Will you recommend it to others or not? Your review should be no less than 500 words long.====

====Imagine your book is being turned into a movie. You are an artist who has been given the job of creating posters for the film. You will create 3 posters for the film so that your director can choose her favorite for national distribution. Your poster should include:====

-a preliminary sketch completed before asking Ms. Pearce for a good piece of paper.
-a “tagline.” A tagline is a saying put on a poster to get people excited about the movie. For example, “Let the magic begin” on the Harry Potter poster below. See example below.

[] Option #3

Comic book

Your novel is being adapted into a comic book. You are the artist and writer in charge of the adaptation. Your adaptation can retell the entire novel OR retell a single scene from the novel. Your comic book adaptation should:

-be at least 8 pages long and have at least 25 “panels” total in the comic book.

-be an accurate retelling of the scene or novel, but you may change a few small things if you think it will make the novel a better comic book.

-have a cover.

Option #4

The Map

You will draw a map showing important places in your novel. Your map should:

-be in color.

-have a description of important events that occurred at the locations.

-have at least seven locations.

-your maps may be as real or as fantastic as you like. Your novel may have locations that do not exist, or that are impossible to find. You may also use the internet to try to find locations..

-you may draw more than one map. For example, drawing separate maps of Paris and London with descriptions of different events that happened in each location.

-have a preliminary sketch or rough draft completed before asking Ms. Pearce for good paper.

For an example to get you thinking, look below.

[]

Vocabulary Words: Students will have a quiz on the five vocabulary words below on Friday, September 9th. 8/29/11
 * Vocabulary Quiz on Friday!**

abridge: (uh BRIJ) v: to shorten; condense.

“The thoughtful editor abridged the massive book by removing the boring parts.”

impeccable: (im PEK uh bul) adj flawless; entirely without sin.

“The children’s behavior was impeccable; they didn’t pour dye into the swimming pool.”

parody: (PAR uh dee) n a satirical imitation.

“At the talent show, the girls sang a hilarious parody of a Lady Gaga song called ‘Bad Bromance.’”

replete: (ri PLEET) adj completely filled; abounding

The once-polluted stream was now replete with fish of every kind.

sanguine: (SANG gwin) adj Cheerful; optimistic; hopeful

Miguel was sanguine about getting a good grade on the test because he studied so hard for it.