Greetings! We're two-thirds of the way done with the semester - time is flying! We accomplished a lot this week and have a bunch of new stuff coming up. Be sure to read below and check your CH B guide carefully to make sure you don't miss anything!
I know the weeks have been long and the assignments might be starting to feel a little overwhelming. My encouragement to you this week is not to shortchange science fair or the Speech to Congress. If you need to scale back this week, try doing so in math or Latin. Science fair and the Speech to Congress are very unique two experiences, though, that many 8th grade students do not get. You don't want to miss the opportunity to grow in wisdom, skill, and persuasion through the speech, and you don't want to fall behind in science fair. :)
Students shared the issue they drafted for The Hiding Place, as well as their favorite three items from each column of their ANI charts and what they came up with on the workbook pages. For the upcoming essay, we will use Essay Template #6. This incorporates REFUTATION:
We also started a discussion on translating ordinary statements (lesson 28), including the unique situations involving singular statements (John is a mailman.), indefinite statements (Boys threw rocks at me.), and hypothetical statements (If you eat that cake, you will regret it.). Lesson 29 covers translating inclusive and exclusive statements.
* Stay on top of your Science Fair project!
Hope to see you at the library and our movie night!
I know the weeks have been long and the assignments might be starting to feel a little overwhelming. My encouragement to you this week is not to shortchange science fair or the Speech to Congress. If you need to scale back this week, try doing so in math or Latin. Science fair and the Speech to Congress are very unique two experiences, though, that many 8th grade students do not get. You don't want to miss the opportunity to grow in wisdom, skill, and persuasion through the speech, and you don't want to fall behind in science fair. :)
DEVOTION:
Ms. Jones led us in a discussion about tolerance (Philippians 2:2). Here is the schedule for our remaining 1st semester classes:
12: Mr. McInturff (contentment, 1 Timothy 6:8)
13: Ms. Baughman (responsibility, Romans 14:2)
14: Ms. Jones (diligence, Colossians 3:23)
15: Ms. Nemec (joyfulness, Proverbs 15:13)
Remember to share (1) a definition of the character trait, (2) relevant Scripture they found, and (3) one to three questions to ask the class about applying the trait in their lives. The goal is for our devotion time to be more discussion-oriented, and facilitated primarily by the student leader.
LATIN:
We are moving onto Lesson 11 - Personal Pronouns this week. We reviewed what the personal pronouns are, including subject pronouns and object pronouns. We also reviewed the exercises students completed in lesson 10, and quizzed on new vocabulary.
Number
|
Person
|
Gender
|
Subject Pronouns
|
Object Pronouns
|
Singular
|
1st
|
masc./fem.
|
I
|
me
|
2nd
|
masc./fem.
|
you
|
you
|
|
3rd
|
masculine
|
he
|
him
|
|
feminine
|
she
|
her
|
||
neuter
|
it
|
it
|
||
Plural
|
1st
|
masc./fem.
|
we
|
us
|
2nd
|
masc./fem.
|
you
|
you
|
|
3rd
|
masc./fem./neuter
|
they
|
them
|
Examples (subject pronoun / object pronoun):
• I like coffee. / John helped me.
• Do you like coffee? / John loves you.
• He runs fast. / Did Ram beat him?
• She is clever. / Does Mary know her?
• It doesn't work. / Can the man fix it?
• We went home. / Anthony drove us.
• Do you need a table for three? / Did John and Mary beat you at doubles?
• They played doubles. / John and Mary beat them.
1st PERSON PRONOUNS = I (me), we (us) —> the SPEAKER or WRITER.
2nd PERSON PRONOUNS = you (thou, thee, ye) —> the person spoken TO.
3rd PERSON PRONOUNS = he (him), she (her), it (it), they (them) —> the person or thing spoken or written ABOUT.
LTW:
Students shared the issue they drafted for The Hiding Place, as well as their favorite three items from each column of their ANI charts and what they came up with on the workbook pages. For the upcoming essay, we will use Essay Template #6. This incorporates REFUTATION:
Refutation is a RESPONSE to an opposing argument.
ANTICIPATE 2 arguments your opponent will have against your thesis.
Refutation states the 2 counter-proofs and why they are inadequate:
1. Present opposing side’s counter-thesis & 2 strong counter-proofs.
2. State what is wrong with each counter-proof.
3. Conclude by stating the counter-thesis is not persuasive.
When you draft and sort your ANI charts, you are developing counter-proofs!
- pick 2 strong proofs
- then determine why they are inadequate (you might ask: why didn’t I choose this side originally?)
STEPS TO CREATING A REFUTATION:
- Write thesis statement.
- Write counter-thesis.
- Choose one proof that supports counter-thesis.
- List 3 sub-proofs.
- Explain why this proof is not persuasive.
- Choose a second proof that supports the counter-thesis and repeat steps.
LOGIC:
We finished Unit 3!!! Now we're on lessons 27-29. Last week, you should have read through all the lessons, studied the new vocabulary, and started on exercises as much as possible. This week, RE-read the lessons and complete all the exercises.
We reviewed immediate inferences (lesson 27):
We reviewed immediate inferences (lesson 27):
CONVERSE: (E & I)
S <—> P (switch the subject and predicate)
OBVERSE: (All)
+ <—> - (change the quality)
P —> C (change the predicate its complement)
CONTRAPOSITIVE: (A & O)
S <—> P
Both S & P to C (change both the subject & predicate to their complements)
We also started a discussion on translating ordinary statements (lesson 28), including the unique situations involving singular statements (John is a mailman.), indefinite statements (Boys threw rocks at me.), and hypothetical statements (If you eat that cake, you will regret it.). Lesson 29 covers translating inclusive and exclusive statements.
MATH:
For our lesson review, we discussed overall averages and order of operations (PEMDAS). I am so proud of everyone on our math drills this week! EVERYONE got either 100% or only missed 2 on the 108 multiplication problems through 15s - WOO-HOO!!! We are well on our way to ice cream! Keep working on the Basic Math Facts. I have created two new Quizlets for these drills - check them out!
SCIENCE FAIR:
I distributed lab books to everyone and explained what needs to go in them. I gave each student a detailed handout last week explaining lab books, and I will forward via email some additional material. The students also shared their science fair topics and research problems. Finally, we reviewed the steps to the scientific method and completed a fun paper airplane "experiment" to demonstrate the importance of wording your question well, controlling and limiting variables, and repeating an experiment a sufficient number of times.
There are several tasks to complete before our next class (see p. 186 in the Guide):
There are several tasks to complete before our next class (see p. 186 in the Guide):
(1) Make sure that your SF topic does not include human or animal test subjects (we discussed the problems with this - please let me know if you have any questions), that it is actually testing a variable (versus just demonstrating something - several of the projects on sciencebuddies.org are just demonstrations), and that your project only has one variable.
(2) If you did not already write out your research problem (1-2 paragraphs) and type it into your Research Plan/Paper Template (see pp. 184-185 of the Guide), make sure you do that this week (Roman Numeral I).
(3) Finalize your research question and add it to your Research Plan (Roman Numeral II).
(4) Do background research on the science behind your question/topic. This is an important step that will help you to formulate your hypothesis. You might even change your project or question somewhat in light of the research you uncover. As part of your research, you must:
(a) Cite all sources used in bibliography format.
(b) Take notes in your lab book.
(c) Once completed, add your research into your Research Plan (Roman Numeral III).
(5) Develop your hypothesis, based on your background research. Add your hypothesis to your Research Plan (Roman Numeral IV).
(6) BRING TO CLASS A TYPED COPY OF YOUR DRAFT RESEARCH PLAN with Roman Numerals I-IV completed.
You do not want to get behind on your science fair project! We will be discussing procedure next week. As always, let me know if you have any questions.
(2) If you did not already write out your research problem (1-2 paragraphs) and type it into your Research Plan/Paper Template (see pp. 184-185 of the Guide), make sure you do that this week (Roman Numeral I).
(3) Finalize your research question and add it to your Research Plan (Roman Numeral II).
(4) Do background research on the science behind your question/topic. This is an important step that will help you to formulate your hypothesis. You might even change your project or question somewhat in light of the research you uncover. As part of your research, you must:
(a) Cite all sources used in bibliography format.
(b) Take notes in your lab book.
(c) Once completed, add your research into your Research Plan (Roman Numeral III).
(5) Develop your hypothesis, based on your background research. Add your hypothesis to your Research Plan (Roman Numeral IV).
(6) BRING TO CLASS A TYPED COPY OF YOUR DRAFT RESEARCH PLAN with Roman Numerals I-IV completed.
You do not want to get behind on your science fair project! We will be discussing procedure next week. As always, let me know if you have any questions.
CURRENT EVENTS:
Our issue this week was: Should the United States should financially support countries that persecute Christians? Instead of dividing into groups, we worked as a class to outline proofs and subproofs for each side. Many people had some difficulty last week finding articles on this topic. Hopefully our work in class equipped everyone for the task this week: Preparing and memorizing a 1-3 minute Speech to Congress, using the elements of Essay #6 in Lost Tools of Writing (see p. 72, LTW and the checklist on p. 113 - e.g., exordium, 3 proofs, subproofs, amplification, and refutation).
I randomly assigned the students to the affirmative or negative side. They should dress up in business attire for their speech (think "dress rehearsal" for Mock Trial). Don't forget to include REFUTATION (anticipating two strong proofs from the opposing side and explain what is wrong with them and why the counter-thesis is not persuasive).
I explained to the students that this is a very challenging assignment for some, and for those who are already somewhat comfortable speaking in public and memorizing, they should consider how the assignment can stretch them, too. I would like to hear privately from each student (via email or on a notecard, etc.) what their goal is for this assignment and how they think they will grow through it. For some, it might be simply memorizing the speech and delivering it without a notecard. For others, it might be to be as convincing as they can, trying out new skills of persuasion, inflection, etc. I am very excited to see how each student rises to the challenge of this task!
I randomly assigned the students to the affirmative or negative side. They should dress up in business attire for their speech (think "dress rehearsal" for Mock Trial). Don't forget to include REFUTATION (anticipating two strong proofs from the opposing side and explain what is wrong with them and why the counter-thesis is not persuasive).
I explained to the students that this is a very challenging assignment for some, and for those who are already somewhat comfortable speaking in public and memorizing, they should consider how the assignment can stretch them, too. I would like to hear privately from each student (via email or on a notecard, etc.) what their goal is for this assignment and how they think they will grow through it. For some, it might be simply memorizing the speech and delivering it without a notecard. For others, it might be to be as convincing as they can, trying out new skills of persuasion, inflection, etc. I am very excited to see how each student rises to the challenge of this task!
POSTREMO:
* THIS WEDNESDAY at 2 pm is our Quizlet competition (at the new Lone Tree library).
* The Hiding Place movie night is THIS THURSDAY at 7 pm at the Nemecs' house.
* The Hiding Place movie night is THIS THURSDAY at 7 pm at the Nemecs' house.
* Stay on top of your Science Fair project!
Hope to see you at the library and our movie night!
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