I am so impressed by the infographics you created, and I would like to show them to other teachers and students.  Please let me know if this is okay by selecting either yes or no.

1.  Decide whether you will use Google Slides or Google Drawings to create your infographic; create and attach your Slides or Drawings file to this assignment.
2.  Open and attach a Google Doc in which you list the URLs of all the sites you used as sources for your infographic (both images and information).
3.  Submit this assignment with your completed infographic and your list of URLs no later than June 7.

Instructions:  You will present your infographic to your teacher and classmates on Monday, June 7.  Your presentation should consist of answers to 4 or 5 of the most interesting/relevant questions below.  


1.  What is your infographic about?  How long have you been interested in this topic?  How did you become interested in the topic?
2.  How many sections does your infographic have?  What is/would be the subtitle for each section?
3.  What sorts of techniques did you use to separate your infographic into sections or bring attention to specific words/phrases in your infographic?
4.  Talk about your color scheme and layout.
5.  Talk about the graphics you used--where did you find the photos/icons you used?  Did you make any graphics yourself?
6.  What aspects of the infographic project were easy for you to accomplish?
7.  What aspects of the infographic project did you find difficult?
8.  What are you most proud of in terms of the finished infographic you created?
9.  Have you ever used another app (e.g., Canva, Piktochart, Venngage, Visme, Infogram, Adobe Spark, Snappa, DesignCap, Mural, Biteable, Mind the Graph, Easel.ly, Adioma, or PicMonkey) to make an infographic?  If so, how did your experience with Google Slides/Drawings compare to the other app?


You are strongly encouraged to make a few notecards with the questions you select and some keywords you want to use in your presentation.  Bring these notecards with you to class on Monday!

When you have made your notes, you can mark this assignment done.

1.  Now that you have considered good design principles for infographics, please look through the topic selection document attached to this assignment.  Select at least ten of the topics on the document that you would be interested in creating an infographic about and rank them, #1 is the topic you like the most.  (If you want to rank all 32 of them, feel free to do so.)  

If you are an in-person learner, you will have received a printed copy of the document in class. 
If you are an at-home learner, you may use Kami to complete the document or you may print it out, complete it by hand, take photos of the document, and attach them to this assignment.

You will hear back during our next class session which of your chosen topics is approved. 
2.  You will be using either Google Slides or Google Drawings to create your infographic.  To learn about the infographic creation tools available in these programs as well as some nifty tips and tricks, please watch the three videos attached to this assignment.

1.  Read the information and instructions for each type of poem. The cento poem activity #28 is on slide 36, and the free verse poem activity #30 is on slide 38.  
2.  Pay close attention to the characteristics of each type of poem.
3.  If you need inspiration/subject matter for either of these poems, remember to look at the ideas pages (slides 4-6) you completed earlier in the poetry notebook.
5.  Be sure to add the date you completed both of these poems on slide #7-Poems I've Written.
6.  Complete the self-assessment on slide #39.
7.  When you have added your cento, your free verse, and your self-assessment to the poetry notebook slide deck, mark this assignment done.

1.  Read the information and instructions for each type of poem. The chain verse poem activity #24 is on slide 32,  the clerihew poem activity #26 is on slide 34, and the kenning poem activity #27 is on slide 35.  
2.  Pay close attention to the requirements for repetitions, stanzas, rhyme schemes, and subject matter required for each type of poem.
3.  If you need inspiration/subject matter for either of these poems, remember to look at the ideas pages (slides 4-6) you completed earlier in the poetry notebook.
5.  Be sure to add the date you completed both of these poems on slide #7-Poems I've Written.
6.  When you have added your chain verse, your clerihew, and your kenning to the poetry notebook slide deck, mark this assignment done.

Start/continue to build your Biographical Narrative Comic on PixtonEDU throughout this week.  As you are building the comic, check the rubric criteria for this project.
When you believe you are finished building the comic, check it once more against the rubric criteria attached to this assignment.
If you need to make any revisions after viewing the rubric criteria, do so before submitting this assignment.
When your finished comic represents your best efforts, get a share link for it on PixtonEDU, and add it to this assignment.*  
Once the link has been added to this assignment, click the Turn In button.*

*If you cannot remember how to do this, watch the attached video to see the process demonstrated.

1.  Read the information and instructions for each type of poem. The rondelet poem activity #20 is on slide 28,  the octavia rima poem activity #21 is on slide 29, and the kyrielle poem activity #25 is on slide 33.  
2.  Pay close attention to the requirements for syllables, rhyme schemes, and number of lines required for each type of poem.
3.  If you need inspiration/subject matter for either of these poems, remember to look at the ideas pages (slides 4-6) you completed earlier in the poetry notebook.
5.  Be sure to add the date you completed both of these poems on slide #7-Poems I've Written.
6.  When you have added your rondelet, your octavia rima, and your kyrielle to the poetry notebook slide deck, mark this assignment done.

For this project, you will be using PixtonEDU to tell a story about an event in the life of someone you admire.  You should already have viewed the intro video to this project during class, but in case you missed it, a link to it is attached to this assignment.  

Use the document attached to this assignment to create a list of 5-10 people in the public eye you would consider for this project.
Review the names on your list and select one person about whom you know an interesting and significant story.  (Do some research to learn about an event from the person's life if necessary.)  Spend some time thinking about how to tell the story in a 5-10 panel PixtonEDU comic.
Open the planning document attached to this assignment, and fill in the details requested for at least 5 panels.  (You may use up to 10 panels if you need to.  In that case, just provide the requested information for as many of the panels as you need.)

The list and planning document are due this Friday, May 7.  When you have finished both the list and the planning document, submit this assignment.  You will see more information and another assignment posted next Monday with instructions about how to proceed with and finish the project.

1.  Read the information and instructions for each type of poem.  The clogyrnach (activity #18) is on slide 26, and the tyburn (activity #19) is on slide 27.  
2.  Pay close attention to the requirements for syllables, rhyme schemes,  and number of lines required for each type of poem.
3.  If you need inspiration/subject matter for either of these poems, remember to look at the ideas pages (slides 4-6) you completed earlier in the poetry notebook.
5.  Be sure to add the date you completed both of these poems on slide #7-Poems I've Written.
6.  When you have added your clogyrnach and your tyburn to the poetry notebook slide deck, mark this assignment done.

1.  Copy/paste the news article you selected earlier this week onto the space provided on slide 37.  It doesn't have to fit perfectly, but if the font size seems to be really large, try adjusting its overall size so that all of it is visible in the slide workspace.  As indicated in the blackout poem instructions, use the shape tool to create opaque boxes over the words you don't wish to include in the poem.  The words that remain will be your poem.
2.  Please put a link to the news article either on the poetry notebook page or post it as a comment in this assignment.
3.  Complete activity #11 haikus (slide 19) by writing 3 separate haikus according to the directions given.
4.  Complete activity #12 quatrain (slide 20) by writing 1 quatrain poem that is 3 stanzas long.  Make sure you adhere to the abab rhyme scheme mentioned in the challenge section of the quatrain slide.
5.  When you have finished all of the above, add the date you completed each of them to slide 7, and mark this assignment done.

1.  Read through the instructions, examples, and challenges for writing a tanka (slide 22), cinquain (slide 23), quintilla (slide 24), and limerick (slide 25).
2.  Write one poem that follows each pattern, making sure to meet the imagery, rhyme scheme, and subject matter requirements described in the instructions for each type.
3.  When you are finished adding each of the poems to your poetry notebook file, be sure to add the dates you finished them to slide 7, and mark this assignment done.

On Wednesday, 4/28, you will be writing a poem based on a news article that is of interest to you.  To prepare for this, do the following:

Think of news topics you are interested in.  The subject matter of your preferred topics are up to you, as long as they are appropriate for school.
Search online for news articles on any of your preferred topics.  When you find one that a) truly interests you b) has a goodly amount of detail, save it as either a pdf or a Google Doc.  Make sure you save it in your My Drive that is part of your school Google account so that you can access on Wednesday during class.
When you have your preferred article saved, mark this assignment done.

1.  Read the information and instructions for an envelope poem (activity #23) provided on slide 31.
2.  Decide which option of those listed below that you are going to focus on for your envelope poem:

OPTION 1:  Reflect on the information on systemic racism and the preferential option for the poor and vulnerable that was presented in class.  (Links to the videos are attached to this assignment, should you wish to view them again).
OPTION 2:  Search for and locate a recent news media item (you may consider newspapers, radio news, podcasts, and TV/cable news shows) on systemic racism.  Reflect on the information presented in the item.  Make sure you save the news item URL.  Add the URL to the bottom of your envelope poem page in the poetry notebook.
3.  Write an envelope poem related to/in response to your selected option.  Your poem should be between 8 and 20 lines long.
4.  Be sure to add the date you completed the poem on slide #7-Poems I've Written.
5.  When you have added your envelope poem to the poetry notebook slide deck, mark this assignment done.

1.  Read the information and instructions for each type of poem.  The englyn milwr (activity #10) is on slide 18, and the ballad (activity #13) is on slide 21.  A document with more information about ballads is also attached to this document.  If you would like more information, examples, and ideas about ballads, feel free to read it.
2.  Pay close attention to the requirements for syllables and rhyme schemes in each type of poem, the number of lines required for each, and the subject matter of ballads.
     A.  The englyn milwr has stanzas consisting of three rhymed lines, and each line has seven syllables.  Please write at least two stanzas (so, at least 6 lines), making sure that each stanza has a different rhyming sound.
     B.  The ballad has four-line stanzas which may be rhymed or unrhymed.  Don't worry about the information given in the instructions regarding beats.  A ballad tells a story.  Please write at least three stanzas (so, at least 12 lines). 
3.  If you need inspiration/subject matter for either of these poems, remember to look at the ideas pages (slides 4-6) you completed earlier in the poetry notebook.
5.  Be sure to add the date you completed both of these poems on slide #7-Poems I've Written.
6.  When you have added your englyn milwr and your ballad to the poetry notebook slide deck, mark this assignment done.

1.  Prepare to make a Flipgrid video by reading through and thinking about how you would respond to the following Reflection on Empathy questions.  (Note:  A document containing all of the questions is attached to this assignment.  You might find it helpful to write your responses to each of the questions on the document.)
Based on the video about Empathy, how does being in one ”hole” help you understand being in another “hole”? 
How does your “raincloud” help you connect with someone else’s “raincloud”? Share a story about this.
Based on this video, why do you think Jesus chose to be born into a situation where he was on the margins in many ways, rather than in a situation of privilege? 
How did Jesus connect with other people’s “rainclouds?”
Think of an area of your life where you feel marginalized. Like Jesus, how might this help you have empathy for others who are marginalized? Please share an example.
2.  Create and post a Flipgrid video response to at least two of the reflection questions.  A link to the Flipgrid login page is below, and the join code for this assignment--if you need it--is:  12548a23 
Your video should be no less than 1 minute and 30 seconds long.  The maximum video length is 2 minutes and 30 seconds.
3.  When you have finished and posted your video on Flipgrid, mark this assignment done.

1.  Read the information and instructions for each type of poem.  The ghazal (activity #8) is on slide 16, the triplet/tercet (activity #9) is on slide 17, and the ode (activity #22) is on slide 30.
2.  Pay close attention to the information about rhyming, formatting, and subject matter for each type of poem:
     A.  The ghazal has unrhymed couplets.  Also, each one ends in a full stop (i.e., it is the end of a sentence, so it should be punctuated with a period, exclamation point, or question mark).
     B.  The triplet/tercet has sets of three lines that all rhyme with each other, but each additional set of three lines should be a different rhyme sound than the others that come before it (AAA BBB).
     C.  The ode can have any rhyme scheme (ABABCDCDEE, ABCDABCDAB, AAAABBBBCC, etc.).  Each stanza should be 10 lines long, and it should be a poem that praises something.
3.  Write your own poem of each type in the space provided on the right side of the slides.  
     A.  For the ghazal, please write at least 3 couplets (at least 6 lines).
     B.  For the triplet/tercet, please write at least 2 sets (at least 6 lines).
     C.  For the ode, please write at least one stanza of 10 lines. 
4.  If you need inspiration/subject matter for any of these poems, remember to look at the ideas pages (slides 4-6) you completed earlier in the poetry notebook. 
5. Be sure to add the date you completed each of the three poems on slide #7-Poems I've Written.
6.  When you have added your ghazal, triplet/tercet, and ode to the poetry notebook slide deck, mark this assignment done.

Based on the "Who Is Jesus?" video you viewed, and based on our discussion of privilege so far, complete the attached worksheet by describing yourself and describing Jesus based on each of the characteristics listed.  Completing this assignment should help you understand the ways in which you experience privilege as well as the ways in which you might be marginalized.

Open the Poetry Notebook assignment and complete all of the following instructions:
1.  Read through the instructions and example on the left side of the slide for #5 Diamante (slide 13).  Then write a diamante of your own.  Remember the challenge on the left side of the slide--start your diamante with one term and finish it with something opposite (i.e., related, but different) as shown in the example.
2.  Read through the instructions and example on the left side of the slide for #6 Couplet (slide 14).  Then, write five or more couplets of your own.  You are allowed to have each couplet be part of one poem, or you may write five or more separate two-line poems.  Remember, couplets have to rhyme.
3.  Read through the instructions and example on the left side of the slide for #7 Split Couplet (slide 15).  Then, write four or more split couplets of your own.  As with the previous item, you may have all of your split couplets be part of one poem, or you may write four or more separate two-line poems.
4.  Enter the date you finished each of the above poems on the Poems I've Written notebook page (slide 7).
When you are finished with all of the above, mark this assignment as done.  Remember not to submit the Poetry Notebook assignment so that you don't have to unsubmit it when the next assignment is posted.

1. Join the Writers' Workshop class on PixtonEDU using the link attached to this assignment. (Select your school email address when prompted.)
2. Consider the videos, the reflection/discussion questions, and the scripture passage presented in Monday's class and create a PixtonEDU comic that shows your understanding of privilege and God's Kingdom. (If you need to look at them again, links for the the videos, the reflection/discussion questions, and the scripture passage document are all Your comic should contain between 2 and 6 panels. Be sure to include either or both speech/thought bubbles and captions to clarify and explain the visuals in your comic.
3. Submit your comic by making use of the share link within PixtonEDU. A video showing how to submit it by sharing your comic via Classroom is also attached to this assignment.
4. When you have completed all of the above, mark this assignment done/use the Turn In button.

During today's class we viewed several videos, read a story from scripture, and created a Jamboard as we explored racial prejudice in our society. In this assignment, you will write a reflection on racial prejudice. Type your reflection on the attached document which also contains specific questions for you to respond to.

Racial prejudice and its effects in our society have been in the news frequently over the past several years and especially again recently.

Find one or more online images that tell our national "story" (the assumptions being made and taught through movies, TV shows, news reports, and more) about people of different races in the media. Select one of the images you find and add it to the Jamboard attached to this assignment.

If you would find it helpful, have a look at the "I Spy Racial Prejudice" slide for an example of a Jamboard on the issue. Of course our class Jamboard will have about a dozen images, so you may have to shrink the image you add to the Jamboard so that everyone's image fits.

When you have added your image to the Jamboard, mark this assignment done.

Open the Poetry Notebook assignment and complete all of the following instructions:
1. Read through the information on the left side of the slide for #1 Poetry in Song (slide 9). Then think about a few songs that seem to have poetic lyrics. Select an excerpt (approximately 5-10 lines) from the lyrics and write about what makes them lyrical. Use the textbox on the right side of slide 9 for this.
2. Read through the information on the left side of the slide for #3 Abecedarian (slide 12). Write your own abecdedarian poem on the right side of slide 12. If necessary, you may start the X line of your poem with a word that contains the letter X. Any letters that come before the X should be enclosed in parentheses.
3. Read through the information on the left side of the slide for #4 Concrete Poem (slide 13). Write your own concrete poem on the right side of slide 13. Your concrete poem must be at least six lines long, and you may have up to two lines that are one word long.
When you are finished with all of the above, mark this assignment as done. Remember not to submit the Poetry Notebook assignment so that you don't have to unsubmit it when the next assignment is posted.

Watch the "Edpuzzle-Literary Devices" video linked to this assignment. The video will pause at 12 different points, and you will be asked to respond to a question. Some of the questions are multiple choice, and others are open-ended questions you will be able to answer by typing in a few words or sentences. You may not skip any of the questions. Just try your best on each one.

1. Open the My Poetry Notebook-Spring 2021 attachment in the Poetry Notebook document.
2. Follow the instructions on p. 10 to write an acrostic poem that is at least 10 lines long. Keep in mind the following requirements:
--The first letter of each line may spell one word of 10 or more letters, or it may spell two shorter words.
--If you wish, you may have one line of your poem that consists of a single word; all of the other lines must have more than one word. If all of the lines of your poem have more than one word, that is fine, too.
3. When you have completed steps 1 and 2 above, mark this assignment complete. Do not submit the Poetry Notebook assignment--you will be continuing to add to it frequently in the coming weeks.
4. OPTIONAL: If you have time and are inspired to do so after you finish the steps above, you may write a double acrostic according to the instructions on the bottom of p. 10 in the poetry notebook file. If you need extra space to record a double acrostic, make a textbox to the right of the slide and record your double acrostic poem there.

1. Open the My Poetry Notebook-Spring 2021 attachment in the Poetry Notebook assignment.
2. Type your name and the class name (8C Writers' Workshop) on p. 1 in the spaces provided.
3. Review the basics of poetry by reading through pp. 2-3.
4. Add some ideas for poetry you could write on pp. 4-6.
5. When you have completed all of the above, mark this assignment as finished. You don't need to submit the Poetry Notebook assignment because there is no due date on it yet, and you will be working in that document frequently over the next few weeks. By not submitting it, you will save yourself the time of unsubmitting each time you have a new assignment in it to complete.

1. Open the attached Narrative Writing Self Check List. It is a two-page document.
2. Read through your finished narrative draft and evaluate it for organization and story structure (exposition, inciting incident, rising action, climax, falling action, resolution) using page 1 of the check list. Move each X to the Yes or No column based on your honest self-evaluation of your work. Make any additional notes about improvements you want to make to your draft at the bottom of the first page of the check list.
3. Use the second page of the check list to evaluate your narrative draft for proper capitalization, punctuation, spelling, and grammar. Move each X to the Yes or No column based on your honest self-evaluation of your work.
4. Copy/paste your narrative draft into the Fictional Narrative Final Edition document attached to this assignment. Make improvements to it based on your self check, and submit it by Monday, March 8.

Using the previously completed fictional narrative planning worksheets (brainstorming, character development, setting, plot, and dialogue) as guidance, write a first draft of your narrative. Write your draft on the attached Google Doc so that your teacher can see your progress even before the draft is due.

Use the attached set of worksheets to plan four instances where the characters in your fictional narrative will talk with each other. You may plan the dialogues so that there is at least one in all four of the key sections--rising action, climax, falling action, resolution--of your narrative, or you may have more than one dialogue in the same section (e.g., you may have two different conversations at various points within the rising action) and none in another section.
You may plan more than four instances of dialogue if you wish. If you do, just copy the second page of the worksheet set and use that for more dialogue planning space.

Based on the plot elements presentation given in class today, complete the attached plot worksheet. A pdf of the plot elements slides is attached for you to view again as needed.

Remembering that setting in a narrative consists of both place and time, complete the two attached worksheets on creating a setting for your fictional narrative.

Based on the information presented in today's class, complete the attached character development worksheets for the protagonist and antagonist in your fictional narrative. If you need to review what a protagonist or an antagonist is, please see page 4 of the Introduction to Narrative Writing pdf that was attached to the assignment for Tuesday, February 9.

Based on what you learned during class about the elements of a fictional narrative, complete the attached Fictional Narrative Brainstorming Sheet. A pdf of the slides used in class is also attached in case you need to review the information before completing the brainstorming sheet.

1. Open the completed draft of your argumentative essay.
2. Open the attached self-edit form and complete it as you read back through the draft.
3. The results of the self-edit form should help you determine what revisions you need to make to your essay to improve it. Make those revisions in the draft document and submit it for grading.
4. Once you have completed all of the above, mark this assignment as done.

HERE ARE THE NEW INSTRUCTIONS FOR COMPLETING YOUR REVISIONS AND SUBMITTING YOUR FINAL VERSION:
Use the self-edit form you completed on February 4 to guide your revisions and edits. When you have improved your essay according to the instructions on the form, submit it here for grading. You will see that the due date has been updated to February 8 and that the assignment has been changed from "ungraded" to 3 points.
*******************************************************************************************************
(For your records, here are the previous instructions for writing your draft:
1. Open the attached argumentative essay draft document.
2. Based on the information you entered on your Argumentative Essay Graphic Organizer, write a draft of the introductory paragraph and first body paragraph of your essay in the document.
ADDITIONAL INSTRUCTIONS AS OF FEBRUARY 2:
3. Continue to work in the attached document on the rest of the body paragraphs and the conclusion. When you have a draft of all 5 paragraphs, resubmit it.)

Last week, you started writing an argumentative essay on the two short stories, "The Final" and "The Move." Today, please continue writing the remaining body paragraphs and the conclusion paragraph of the essay. You will need to unsubmit the first part of the essay to continue writing it. You will see that your teacher will change the due date of the previous assignment so that you can continue to work on it without having it marked as "Missing."

Remember to use the ideas you made notes about on your Argumentative Essay Graphic Organizer.

When you have finished all paragraphs of the essay draft, mark THIS assignment done and turn in the completed draft that is attached to the earlier assignment.

1. Follow along as the two reading passages, "The Final" and "The Move," (attached to this assignment) are read aloud.
2. Consider the writing prompt at the end of the second reading passage and decide the position you will take.
3. Review the two readings and select the most compelling evidence to support your position and refute your counterclaim.
4. Complete the attached Argumentative Essay Graphic Organizer. You will have some time (10-15 minutes during Thursday's session) to complete the organizer. Plan accordingly so that you are finished with it by then.

1. Open the Argumentative Writing Rubric document attached to this assignment. Read through the descriptions of each level of achievement and determine how the descriptions are different, especially between a level 3 and a level 4, for each aspect of the rubric.
2. Discuss these differences with your breakout room partner(s), and then complete the My Rubric Understanding student worksheet.

1. Read through the Argumentative Paragraph Requirements document attached to this assignment.
2. Open the document, "Argumentative Paragraph: Should Cell Phones Be Allowed in Schools?" Using ideas you included in the "What is your opinion?" assignment you completed last week, write a paragraph in response to the question.
3. Review your paragraph to make sure it contains correct capitalization, punctuation, and spelling. Check it over to ensure that it meets all of the requirements for argumentative paragraphs.
4. Submit your completed paragraph.

Open the informational essay, "Cell Phones in Schools." Follow along while the essay is read aloud.
Use Kami to open and complete the document, "What is Your Opinion: Cell Phones in Schools."
Use Kami to save your work on the document and submit it for grading.

Please complete this skill to 90+ points.

Open the mentor text essay, "Students and Physical Education." Follow along with a read through of the essay.
Use Kami to open the worksheet, "Parts of an Argumentative Essay." In breakout groups, discuss the essay according to the prompts on the worksheet and complete the worksheet.
Use Kami to open the worksheet, "How Could This Essay Be Made More Interesting?" Still in your breakout group, discuss ways to improve the essay, and complete this worksheet as well.

💻 Use Kami to open the attached Argumentative Writing Practice Analysis Worksheet and read through the instructions.
Open the "Dangers of Trash in the Ocean Mentor Text" document that you marked up during Tuesday's class.
Use the marked up mentor text to complete the analysis worksheet.
When you have completed the analysis worksheet, be sure to save your work once more and submit it.

💻Use Kami to open the attached document. Follow the spoken instructions during class to color code and mark up the document.
✅ Be sure to save the completed document within Kami before submitting your work.

1. Read through the first three slides in the December 17 Writing Workspace slide deck. Make sure you understand the requirements of each option and select either Option A or Option B to complete.
2. Write your response on slide 4 Make sure your writing contains strong voice, compelling word choice, transitions, and appropriate grammar and sentence mechanics.
3. If you use any images from online, be sure to add a slide to the end of the slide deck and include the image URLs on that slide.
4. Before your submit your work, check it over and correct any errors in spelling, capitalization, punctuation, and grammar.

1. Read through the first three slides in the December 15 Writing Workspace slide deck. Make sure you understand the requirements of each option and select either Option A or Option B to complete.
2. Write your response on slide 4 Make sure your writing contains strong voice, compelling word choice, transitions, and appropriate grammar and sentence mechanics.
3. If you use any images from online, be sure to add a slide to the end of the slide deck and include the image URLs on that slide.
4. Before your submit your work, check it over and correct any errors in spelling, capitalization, punctuation, and grammar.

1. Read through the first three slides in the December 10 Writing Options deck. Make sure you understand the requirements of each option and select either Option A or Option B to complete.
2. Write your response on slide 4 (and slide 5, if you need more than one writing slide). Make sure your writing contains strong voice, compelling word choice, transitions, and appropriate grammar and sentence mechanics.
3. If you use any images from online, be sure to include their URLs on the last slide in the deck.
4. Before you submit your work, check it over and correct any errors in spelling, punctuation, capitalization, and grammar.

1. Read through the first 3 slides in the December 8 Writing Options slide deck (attached). Select one of the options and respond to it as directed.
2. Be sure to include strong voice, compelling word choice, transitions, and appropriate grammar and sentence mechanics.
3. Check your work and correct an errors in grammar, spelling, capitalization, and punctuation before submitting it.

💻 Read through the two writing task options--A and B--on slide 1 and the additional information on slide 2 in the December 3 Workspace file. Respond to one of the two options on slide 3 in the slide deck. Be sure you use strong voice, compelling word choice, transitions, and appropriate grammar and mechanics.
👀 Check your work and correct any errors in spelling, capitalization, punctuation, and grammar before you submit it.

💻 Look at the two options--A and B--in the December 1 Workspace file. Select the option you would prefer to respond to and create your response according to the instructions and additional information provided in the slide deck. No matter which option you select, be sure to include strong voice, compelling word choice, transitions, and appropriate grammar and mechanics. Create your response on the appropriate slides in the attached slide deck.
👀 Before submitting your work, check it over and correct any spelling, capitalization, and grammar errors.

Open the attached slide show and use what you learned in the Zoom class today + the examples slides to complete slides 5, 6, & 7.

1.🎥 Use the link below to open Flipgrid and film the speech about your chosen saint.
2.📌 Remember to use the skills you learned in the introduction to public speaking. The speech should not be read and should be well-practiced. You must be visible in the recording. You will be graded upon PVLEGS.
3.✅ After you are satisfied with your recording, mark this assignment as done.

1.💻 Sign-in to IXL and find Language Arts Skill 8.K.2
2. Complete the skill to 90+ points.
3.👀 Remember your teacher can see what you have completed including how many questions you answered and how much time you have spent completing the skill. Do not just guess, get an answer wrong, and move on to the next question thereby answering a multitude of questions. This is not good learning. If you miss a questions, read the information provided and take note of how to answer the question correctly prior to moving on.
4.✅ Turn in the assignment.

Write a script for your saint presentation in the attached speech script document. Use the graphic organizer your completed earlier this week as a guide while you write. You should be able to read your finished script clearly and expressively in between 30 seconds and 1 minute 30 seconds.

1. Brainstorm a list of saints that you would like to learn more about. Choose one saint from that list.
2. Open the attached Saint word cloud presentation document and read it over prior to step 3.
3. Open the attached word cloud tutorial and carefully follow the steps to create a word cloud about your chosen saint. The tutorial tells you how to attach the completed word cloud to the assignment.
📌. Reminder: You will have class time on Thursday and next Tuesday to continue this work. When the speeches are written, a FlipGrid assignment to film your speech will be posted.

Open the Saint Word Cloud Presentation document attached to the assignment listed under the week of 11/2-11/6. Use information you have gathered about your saint to complete the Graphic Organizer: Speech Analysis page (it is the second page of the document). Mark this assignment done when you have completed the graphic organizer.

💻 Read through the instructions and list of 12 Halloween Opinion Questions attached to this assignment.
Select any 6 of the questions and respond to each of them in 2-3 complete sentences according to the instructions on the response page.

⏯ 1. Watch the video, Bet You Didn't Know: Halloween.
📕 2. Read the article, History of Halloween. (It is attached to this assignment as "Halloween Unit v2020 14.pdf.")
💻 3. Choose one of the halloween thinking questions and write a 1-2 paragraph response to it. Make sure you self-evaluate your response using the evaluation guidelines included on the Halloween Traditions Thinking Questions document before submitting your work.

1.💻 After the jigsaw activity in a breakout room, complete the document you assigned to begin last Thursday.
2.💻 Open the attached post assessment and complete it.
3.✅ Turn in this assignment and last week's assignment. The completed jigsaw piece of the assignment (last week) is due today.

1.✅ If you did not complete the "We Say/They Say" section of the Group discussion form, do so and then submit it.
2.📖. Read the article you have been assigned. It is linked in the attached document.
3.💻. Complete the appropriate section of the attached Jigsaw activity notes page one in preparation for class next week. Page two will be completed after the Jigsaw activity next week.
4.📌 Do not submit the assignment yet, you will complete it next week.

💻 🎬. Open the attached document and click on the link to watch the TED talk about public speaking by Nancy Duarte. Complete the video notes as you watch. Pause the video as needed. It can be watched more than once.
💻 Open the attached Group Discussion document and complete the left column only, the "I Say" column, in preparation for breakout rooms and large group discussion on Thursday to complete the "We Say/They Say" column

💻 🎬. Open the attached document and click on the link to watch the TED talk about public speaking by Amy Cuddy. Complete the video notes as you watch. Pause the video as needed. It can be watched more than once.
💻 🎬. Open the attached document and click on the link to watch the TED talk about public speaking by Christopher Emdin. Complete the video notes as you watch. Pause the video as needed. It can be watched more than once.
✅ Turn in the assignment.

💻 🎬. Open the attached document and click on the link to watch the TED talk about public speaking by Julian Treasure. Complete the video notes as you watch. Pause the video as needed. It can be watched more than once.
✅ Turn in the assignment.

💻Select another main idea from the list of special interest topics you created a few weeks ago. Draft a blog post on that idea, and include an introductory hook, a well-organized conclusion, and some transition words and phrases. Create the draft in a Google Doc and attach it here. It is due Monday, October 5 at 3:00 PM.

💻✅
1. Use the Analysis Instructions document attached to this assignment to guide your edits and revisions before publishing on Edublogs.
2. Decide whether you want to have a classmate/parent analyze your draft and give you feedback on it or do your own analysis of your draft.
A. If you are getting feedback from a classmate or parent, have a conversation with that person and record their feedback in the document as you talk.
B. If you are doing your own analysis, carefully review your draft and completed the analysis for yourself.
3. After completing the document, reflect on the feedback, and then edit, revise, and publish your blog entry on Edublogs by 3 PM on Thursday, October 1.

We went over introductory hooks in our Zoom session today, and you have access to the guidance document to review those strategies. Now pick a second idea to write a draft of another blog post about. Use one of the introductory hooks to start your draft. Go beyond just the hook, though, and write a complete blog entry (2-4 paragraphs). You can save your draft on Edublogs or in a Google Doc for now.

Select one title/main idea from the list of 5 you created last week in the "Planning My Special Interest Blog" assignment. Write a DRAFT of that blog entry. Aim for 2-3 paragraphs. The draft may be composed and saved on the Edublogs site, or it may be composed in a Google Doc and copied/pasted into Edublogs later. Remember, at this point it is just a DRAFT, so do not publish it yet! Be sure to save your draft where you can find it when we have class again next Tuesday.

💻✅This is an in-class assignment. Open the draft blog post your partner shares with you. Then open the attached peer analysis form and complete it according to the instructions it contains.

✅💻 Consider the feedback you received from your partner during the peer analysis done during today's class. Make any revisions and edits you believe would improve your first special topic draft. Then publish your blog entry on Edublogs. Make sure to mark this assignment as done when you have published.

⏯ Watch how to access and personalize your blog (in class).
📘✅ Read and follow the instructions for accessing and personalizing your blog (in class).
💻 Read the Edublog support page, Publishing a New Post, linked to this assignment. Watch the video embedded on that page. (Don't worry about the Visual Editor section of the Publishing a New Post page.)

💻 Complete the attached document as a first step in planning your special interest blog entries.

💻 1. Explore any three of the blogs linked in the attached list of ten blogs to explore.
2. Complete the "Blog Posts: Identifying the Main Idea" document according to directions in the document.

Read through document "Generating Ideas for Your Special Interest Blog," linked below. Fill the boxes on this document according to the directions. If you need some inspiration for developing topic and blog post ideas, look at the other document, "Idea Generator for Special Interest Blogs," also attached below. Submit your completed "Generating Ideas . . . " page by Monday, September 7.