Eighth Grade READING
HOMEWORK:
March 13-29, 2020
CORONA VIRUS QUARANTINE:
Parents/ Students,
This lesson plan is intended to be accomplished over a period of 3-4 days.
A suggested PACING GUIDE is to do "BEFORE READING" with the standards and definitions on DAY ONE;
"READ" the selection on DAY TWO;
"AFTER READING" activities DAY THREE and FOUR
Literature Grade 8 March 15, 2020
LESSON ONE
*****Please note, that for all Reading assignments, I am expecting the student to keep a hard copy – either on a thumbdrive, handwritten in a notebook, or printed from a computer, and organized to submit when we reconvene after the Covid-19 hiatus.
INTRODUCTION –pp. 285
The learning focus is for the student
READ: p. 285 “Connect to Your Life” – The focus question, “Have you ever known of a situation that needed to be changed?” is intended to help the reader focus on a central idea in the material they are about to read. What does the author want you to learn about this topic?
LESSON:
THEME WHAT is IT? It is the message about life &/or the human experience the author wants the reader to take away from his/her reading.
LA.8.3.6 LA.8.LRA.6 SWBAT Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer’s style and use those elements to interpret the work.
LA.8.3.5 LA.8.LRA.5 SWBAT Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works.
SWBAT Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.
SWBAT.Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.
SWBAT Identify and analyze themes, such as bravery, loyalty, friendship, and loneliness, which appear in many different works.
SWBAT Analyze the influence of the setting on the problem and its resolution
SWBAT define and use 10 new story vocabulary words correctly.
LA.8.1.3 LA.8.WRFV.3 SWBAT Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.
BEFORE READING:
READ “The Bet” by Anton Chekhov pp. 286-292.
AFTER READING:
Review the Literary Analysis discussion of a FLASHBACK in the sidebar on p. 293.
COMPLETE the FOLLOWING:
p. 293-295
Literature Grade 8 LESSON TWO March 20, 23-24, 2020
*****Please note, that for all Reading assignments, I am expecting the student to keep a hard copy – either on a thumbdrive, handwritten in a notebook, or printed from a computer, and organized to submit when we reconvene after the Covid-19 hiatus.
INTRODUCTION – READ/ define the following characteristics of DRAMA pp. 259-262
Elements of Drama:
LESSON:
REVIEW--
THEME: WHAT is IT? It is the message about life &/or the human experience the author wants the reader to take away from his/her reading.
SEQUENCE of EVENTS: WHAT is IT? Sequence of events refers to the chronological order in which events actually happen.
CAUSE and EFFECT:- WHAT is IT??? It is an organization of ideas in literature that moves a plot along based on the fact that one event brings about, or causes another event to happen.
Standards to be Addressed:
LA.8.3.5 LA.8.LRA.5 SWBAT Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works.
LA.8.3.9 LA.8.LRA.9 SWBAT Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text
SWBAT Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.
SWBAT.Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.
SWBAT Identify and analyze themes, such as bravery, loyalty, friendship, and loneliness, which appear in many different works.
SWBAT Analyze the influence of the setting on the problem and its resolution
SWBAT define and use 10 new story vocabulary words correctly.
BEFORE READING:
Day Two & Three -March 23 & 24, 2020
READ “The Million-Pound Bank Note”” by Mark Twain Dramatized by Walter Hackett pp. 264-278.
REREAD “The Million-Pound Bank Note”” by Mark Twain Dramatized by Walter Hackett pp. 264-278.
and create/check your Cause and Effect chart for accuracy & completeness.
AFTER READING:
Past Due Homework:
March 12, 2020
JE 5-10 sentences
#5 p. 246 What changes and experiences are the most difficult for Charlie to go through? Explain your choices:
THINK ABOUT--
March 11, 2020
JE 5-10 sentences
"Does Charlie regret having had the operation?"
Respond fully and offer proofs for your response.
February 12, 2020
"The King of the Mazy May" by Jack London--
JE Respond to the following prompt in a 5-10 sentence paragraph-- "How is the story setting an antagonist to Walter?"
February 10, 2020
SWBAT explain and define "protagonist" and "antagonist"-
Draw or print a picture of a protagonist character(s) and his/ her/ their antagonist.
******Print/ draw 2 separate pictures or load two images on one sheet with a split screen.
LABEL the PROTAGONIST character
LABEL the ANTAGONIST character.
******DUE tomorrow Tuesday 2/11/2020
February 6, 2020
Quizzed today on "Flying"
JANUARY 13, 2020
"The Great Rat Hunt" by Laurence Yep- Story vocab worksheet
TEST tomorrow 1/14/20-
*** Know the characteristics of a memoir
and be able to identify examples from the text;
*** Study the vocabulary words/ review the quiz version (handed out in class this afternoon) as a study guide for tomorrow's test.
JANUARY 9, 2020
"The Great Rat Hunt" by Laurence Yep- Story vocab - 10 words defined - due tomorrow 1/10/20
December 12, 2019 ****Missing Daily Prayers for several students.
Thursday 12/19/19 Randy P..
Friday 12/20/19 Brianna R. (received)
Project Requirements and Due Dates:
Catholic Saint Biography Project due Monday, December 2, 2019.
Students are expected to read the biography for the saint of their choice. After reading the biography, the student may choose from the following options for presenting the story of their saint to the class.
December 12, 2019 ****Missing Daily Prayers for several students.
Thursday 12/12/19 Emily F.
Friday 12/13/19 Colin M.
December 9-10, 2019
Thursday 12/12/19 Emily F.
Friday 12/13/19 Colin M.
November 20, 2019
Thursday 11/21/19 - Jacob S.
Friday 11/22/19 - Margaret W.
November 18, 2019
November 13, 2019
Thursday 11/14/19 - Garrett N.
Friday 11/15/19 - Randy P.
November 11, 2019
OCTOBER 24, 2019
OCTOBER 23, 2019
OCTOBER 14, 2019
SEPTEMBER 30, 2019
SEPTEMBER 23, 2019
Thursday 9/26/19 - Megan W.
Friday 9/27/19 - A.J. Woodland.
SEPTEMBER 12, 2019
Thursday 9/12/19 - Colin M..
Friday 9/13/19 - Matthew M.
SEPTEMBER 11, 2019
SEPTEMBER 9, 2019
SEPTEMBER 5, 2019
Thursday 9/12/19 - Colin M..
Friday 9/13/19 - Matthew M.
SEPTEMBER 4, 2019
Friday 9/6/19 - Dylan C.
August 29-SEPTEMBER 3, 2019
Friday 9/6/19 - Dylan C.
Daily Prayer Directions/ Format- assigned alphabetically.
DAILY PRAYER- Each student will be assigned dates throughout the year. Counts as QUIZ grade in Religion.
Directions: TYPE or HANDWRITE NEATLY the following:
N.B. ******Be sure to use a proper page heading! (3 points) - (Far right-hand side of paper)
PART ONE: Use your agendas, a Catholic Church calendar, or go to www.catholicsaints.com (20 points)
*****DO NOT PLAGIARIZE! Be sure to document all your sources using MLA Source Documentation at the bottom of the Daily Prayer page.
Identify whether or not the date corresponds to a Feast Day or an Ordianry Day in the Liturgical Calendar of the Roman Catholic Church.
PART TWO: Prayer (30 points)
Choose a prayer to share with the class -- remember the Our Father, Hail Mary, and The Glory Be may not be used, but all other prayers are acceptable, but avoid repetition of previous prayers used in class. Sometimes the website listed above has prayers recommended for the day, or I have numerous prayer books on the Prayer Table at the back of the classroom to be used as a resource for this assignment.
PART THREE: (32 points when MLA citation required/ 37 points if MLA citation is NOT required.)
A personal reflection-- this portion of the assignment should be carefully done. The purpose of the personal reflection is for each prayer leader to express why he/she chose the particular prayer that he/she did. A good way to prepare a meaningful reflection is to read and reread the prayer to decide which words or phrases stand out to you as you read/ pray. What spoke to you in this prayer...and why? Do you have a personal connection to the prayer selected?-- or is the connection a more global one? -- or possibly it is relevant to the feast day, the saint's life's work or something we can all strive to do or be.
Correct and complete MLA Citation when required (10 points)
TOTAL = 100 points
LATE PENALTY -3 points per day with NO expiration on this assignment!
HOMEWORK:
March 13-29, 2020
CORONA VIRUS QUARANTINE:
Parents/ Students,
This lesson plan is intended to be accomplished over a period of 3-4 days.
A suggested PACING GUIDE is to do "BEFORE READING" with the standards and definitions on DAY ONE;
"READ" the selection on DAY TWO;
"AFTER READING" activities DAY THREE and FOUR
Literature Grade 8 March 15, 2020
LESSON ONE
*****Please note, that for all Reading assignments, I am expecting the student to keep a hard copy – either on a thumbdrive, handwritten in a notebook, or printed from a computer, and organized to submit when we reconvene after the Covid-19 hiatus.
INTRODUCTION –pp. 285
The learning focus is for the student
- to read for information and comprehension.
- To be able to explain the difference between a topic and theme.
- Student should set a PURPOSE for READING:
READ: p. 285 “Connect to Your Life” – The focus question, “Have you ever known of a situation that needed to be changed?” is intended to help the reader focus on a central idea in the material they are about to read. What does the author want you to learn about this topic?
LESSON:
THEME WHAT is IT? It is the message about life &/or the human experience the author wants the reader to take away from his/her reading.
- Go to p. R139 in the glossary section of your book to look up the definition of THEME. RECORD this definition in your notes.
- Go to p. R129 in the glossary section of your book to look up the definition of FLASHBACK. RECORD this definition in your notes.
- Go to p. R136 in the glossary section of your book to look up the definition of SEQUENCE of EVENTS. RECORD this definition in your notes.
- Go to p. R131 in the glossary section of your book to look up the definition of IRONY. RECORD this definition in your notes.
- N.B. Irony is a tool O.Henry used very effectively in “Ransom of Red Chief” when the two kidnappers are bumbling idiots and the boy “Red Chief” is actually in charge of the situation instead of the kidnappers.
LA.8.3.6 LA.8.LRA.6 SWBAT Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer’s style and use those elements to interpret the work.
LA.8.3.5 LA.8.LRA.5 SWBAT Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works.
SWBAT Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.
SWBAT.Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.
SWBAT Identify and analyze themes, such as bravery, loyalty, friendship, and loneliness, which appear in many different works.
SWBAT Analyze the influence of the setting on the problem and its resolution
SWBAT define and use 10 new story vocabulary words correctly.
LA.8.1.3 LA.8.WRFV.3 SWBAT Verify the meaning of a word in its context, even when its meaning is not directly stated, through the use of definition, restatement, example, comparison, or contrast.
BEFORE READING:
- p. 285 BUILD BACKGROUND- In your Journal – write what you think this story may be about in 3-5 sentences based on the information in this section.
- FOCUS Your READING- -Literary Analysis -- “Flashbacks”
- ACTIVE READING (STRATEGY) – Monitor your understanding à In your JE Creat a time line to monitor when events take place and pay close attention to SIGNAL Words and phrase that indicate the order of events.
- WORDS to KNOW- VOCABULARY PREVIEW –1st define the 10 new story vocab words in your JE– capricious, haphazardly, humane, immoral, incessantly, obsolete, posterity, rapture, renunciation, stipulated.
READ “The Bet” by Anton Chekhov pp. 286-292.
AFTER READING:
Review the Literary Analysis discussion of a FLASHBACK in the sidebar on p. 293.
COMPLETE the FOLLOWING:
p. 293-295
- “What Do You Think?-Respond fully to this question in your JE in 5-10 sentences. A sympathetic character is one we feel sympathy for. Use textual evidence to support your answer.
- “Comprehension Check”-- address all bullet points!
- “Think Critically” #2,#3, & #4 ( address all the bullet points for #4).
- “Vocabulary” PRACTICE Using RESTATEMENT CLUES (also known as “Definition” Clues. #1-10.p. 294 ********************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************************
Literature Grade 8 LESSON TWO March 20, 23-24, 2020
*****Please note, that for all Reading assignments, I am expecting the student to keep a hard copy – either on a thumbdrive, handwritten in a notebook, or printed from a computer, and organized to submit when we reconvene after the Covid-19 hiatus.
INTRODUCTION – READ/ define the following characteristics of DRAMA pp. 259-262
Elements of Drama:
- Stage Directions:
- Essentially these are the direction about HOW the drama is supposed to look and be acted out before the audience. Stage Directions appear in italics at the beginning of a scene or next to a character’s name/lines.
- Plot: ***Action is divided into SCENES; scenes may be further grouped into ACTS.
- Exposition
- Rising Action
- Climax
- Falling Action
- Characters: Main vs. Minor
- Characters are listed next to the words/lines of dialogue they speak
- the stage directions would instruct the method of acting or speaking for the character.
- Dialogue:
- Conversation between characters drives most of the PLOT.
- Conversation between characters in a PLAY reveals the characters’ personalities.
- to read a DRAMA for comprehension.
- To be able to explain the difference between a topic and theme.
- Student should set a PURPOSE for READING:
LESSON:
REVIEW--
THEME: WHAT is IT? It is the message about life &/or the human experience the author wants the reader to take away from his/her reading.
SEQUENCE of EVENTS: WHAT is IT? Sequence of events refers to the chronological order in which events actually happen.
CAUSE and EFFECT:- WHAT is IT??? It is an organization of ideas in literature that moves a plot along based on the fact that one event brings about, or causes another event to happen.
- Go to p. R125 in the glossary section of your book to look up the definition of CAUSE and EFFECT. RECORD this definition in your notes.
Standards to be Addressed:
LA.8.3.5 LA.8.LRA.5 SWBAT Identify and analyze recurring themes (such as good versus evil) that appear frequently across traditional and contemporary works.
LA.8.3.9 LA.8.LRA.9 SWBAT Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text
SWBAT Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.
SWBAT.Identify events that advance the plot and determine how each event explains past or present action or foreshadows (provides clues to) future action.
SWBAT Identify and analyze themes, such as bravery, loyalty, friendship, and loneliness, which appear in many different works.
SWBAT Analyze the influence of the setting on the problem and its resolution
SWBAT define and use 10 new story vocabulary words correctly.
BEFORE READING:
- p. 263 BUILD BACKGROUND- In your Journal – write what you think this story may be about in 3-5 sentences based on the information in this section.
- FOCUS Your READING- -Literary Analysis -- “Stage Directions”
- ACTIVE READING (STRATEGY) – Cause and Effect-
- In your JE Create a Chart to monitor when one event causes another effect.
- SOME events that you will record as effects of an initial cause will in turn be the cause for ANOTHER effect.
- Your Chart will need to be long enough and monitored regularly.
- MAYBE read through the selection first, and then REREAD to complete your chart.
- WORDS to KNOW- VOCABULARY PREVIEW –1st define the 10 new story vocab words in your JE–accommodation, ad-libbing, competent, consequence, discreet, diversion, eccentric, judicious, precarious, rebuke.
Day Two & Three -March 23 & 24, 2020
READ “The Million-Pound Bank Note”” by Mark Twain Dramatized by Walter Hackett pp. 264-278.
REREAD “The Million-Pound Bank Note”” by Mark Twain Dramatized by Walter Hackett pp. 264-278.
and create/check your Cause and Effect chart for accuracy & completeness.
AFTER READING:
- Review the Literary Analysis discussion of a Stage Directions in the sidebar on p. 280.
- COMPLETE the FOLLOWING pp. 280-281
- “What Do You Think?-Respond fully to this question in your JE in 5-10 sentences.
- “Comprehension Check”-- address all bullet points!
- “Think Critically” #2,#3,#4, #5 ( address all the bullet points for #5), & #6.
- What theme can you suggest for this drama/story? give proofs to support your answer.
- “Vocabulary” PRACTICE Synonyms and Antonyms” #1-10.p. 281.
- Vocabulary: Spelling Strategy: PREFIXES --com –col, --cor, -- co, or –con Complete combining the roots provided in #1-5 and DEFINE each new word.
Past Due Homework:
March 12, 2020
JE 5-10 sentences
#5 p. 246 What changes and experiences are the most difficult for Charlie to go through? Explain your choices:
THINK ABOUT--
- How he felt about his new found intelligence
- whether he is happier before or after becoming a genius (Don't just consider the beginning and end of the stoiy , but the PROCESS he goes through)
- what, if anything, he ha gained by the end of the story
March 11, 2020
JE 5-10 sentences
"Does Charlie regret having had the operation?"
Respond fully and offer proofs for your response.
February 12, 2020
"The King of the Mazy May" by Jack London--
JE Respond to the following prompt in a 5-10 sentence paragraph-- "How is the story setting an antagonist to Walter?"
February 10, 2020
SWBAT explain and define "protagonist" and "antagonist"-
Draw or print a picture of a protagonist character(s) and his/ her/ their antagonist.
******Print/ draw 2 separate pictures or load two images on one sheet with a split screen.
LABEL the PROTAGONIST character
LABEL the ANTAGONIST character.
******DUE tomorrow Tuesday 2/11/2020
February 6, 2020
Quizzed today on "Flying"
JANUARY 13, 2020
"The Great Rat Hunt" by Laurence Yep- Story vocab worksheet
TEST tomorrow 1/14/20-
*** Know the characteristics of a memoir
and be able to identify examples from the text;
*** Study the vocabulary words/ review the quiz version (handed out in class this afternoon) as a study guide for tomorrow's test.
JANUARY 9, 2020
"The Great Rat Hunt" by Laurence Yep- Story vocab - 10 words defined - due tomorrow 1/10/20
December 12, 2019 ****Missing Daily Prayers for several students.
- PAST DUE - Saint Biography Project.
- Beginning "O" Antiphons project in class on Wednesday
- DAILY PRAYERS were assigned alphabetically Monday 12/16/19 - Matthew M.
Thursday 12/19/19 Randy P..
Friday 12/20/19 Brianna R. (received)
Project Requirements and Due Dates:
Catholic Saint Biography Project due Monday, December 2, 2019.
Students are expected to read the biography for the saint of their choice. After reading the biography, the student may choose from the following options for presenting the story of their saint to the class.
- PowerPoint (10 slides minimum),
- Poem (30 lines minimum- free verse, or rhymed)- if two students read about the same saint, a two voice poem is an alternative.
- song
- Picture journal with captions to tell the saint's story minimum of 15 pages.
- Story board- minimum of 15 illustrations with storyline in captions
- video production
- Children’s illustrated storybook of minimum 15 pages
- personal information ( when and where the saint was born, lived, and died)
- reveals the circumstances under which the saint chose to devote him/herself to serving his/her God.
- reveals the "character" of the saint through examples of the way he/she lived, the people he/she served, -- maybe the way he/she died.
- reveals the "spirituality" of the saint through his/her attitude toward the world, devotion to the things of God, to the Church
- MUST include 3 anecdotes, very personal stories from the saint’s life – which cannot be found on the internet. Through these we will have a better idea of just who this person was.
- reveals the reason the individual saint is honored in the Church-- may include circumstances surrounding the canonization of the saint (have miracles been attributed to this saint? ...was the saint a martyr? ... other?)
- ALSO-- Explain how we might emulate, or imitate, this saint in our lives today.
December 12, 2019 ****Missing Daily Prayers for several students.
- PAST DUE - Saint Biography Project.
- Beginning "O" Antiphons project in class on Wednesday
- DAILY PRAYERS were assigned alphabetically Monday 12/9/19 -Dylan C. .
Thursday 12/12/19 Emily F.
Friday 12/13/19 Colin M.
December 9-10, 2019
- PAST DUE - Saint Biography Project.
- Beginning "O" Antiphons project in class on Wednesday
- DAILY PRAYERS were assigned alphabetically Monday 12/9/19 -Dylan C. .
Thursday 12/12/19 Emily F.
Friday 12/13/19 Colin M.
November 20, 2019
- Be working on Saint Biography Project--- due in 2 weeks! ---- requirements posted below **** See Project requirements and Due Dates
- DAILY PRAYERS were assigned alphabetically Monday 11/18/19 - Wyatt R.
Thursday 11/21/19 - Jacob S.
Friday 11/22/19 - Margaret W.
November 18, 2019
- Be working on Saint Biography Project--- due in 2 weeks! ---- requirements posted below **** See Project requirements and Due Dates
November 13, 2019
- 100 Activities Based on the Catechism of the Catholic Church -- "Growing With the Gifts of the Holy Spirit" - WS #59- need BIBLES
- Christ Our Life :The Church Then and Now Chapter 7 "Made Holy in the Spirit" -- QUIZ Friday 11/15/19
- Saint Biography Project requirements posted below **** See Project requirements and Due Dates
- DAILY PRAYERS were assigned alphabetically Monday 11/11/19 - Colin M.
Thursday 11/14/19 - Garrett N.
Friday 11/15/19 - Randy P.
November 11, 2019
- Christ Our Life :The Church Then and Now Chapter 7 "Made Holy in the Spirit" -- p. 55 Copy Q & A's "REMEMBER" in JE AND Define/ fully ID the "Words to Know" in JE.
- Saint Biography Project requirements posted below **** See Project requirements and Due Date
- Christ Our Life Series: The Church Then and Now Chapter SEVEN- "Made Holy in the Spirit" packet- p. 50 complete section identifying the sacraments.
OCTOBER 24, 2019
- Christ Our Life Series: The Church Then and Now Chapter SEVEN- BLM #29 "Be Like Jesus" - BIBLE WS
OCTOBER 23, 2019
- Christ Our Life Series: The Church Then and Now Chapter SIX - QUIZ postponed to Thursday 10/24/19- STUDY!
- Christ Our Life Series: The Church Then and Now Chapter SIX - QUIZ on WEDNESDAY 10/23/19- STUDY!
- BIBLE - read ACTS 2:43-47 and write a half page reflection in your Religion Journal on how the Early Church community demonstrated UNITY as described in Christ Our Life Series: The Church Then and Now- Chapter SIX pp. 43-46. (packet distributed on Monday).
OCTOBER 14, 2019
- Christ Our Life Series: The Church Then and Now- Chapter SIX pp. 43-46 - complete packet reading and activities- all questions and Bible references to be answered.
- Christ Our Life Series: The Church Then and Now- Chapter SIX- Summary p. 47 - copy "Remember" (3 Q & A's) into Journals and memorize.
- Christ Our Life Series: The Church Then and Now- Chapter SIX- Summary p. 47 "Reach Out"- #1 & #2 reflections to be turned in - black of blue ink on loose-leaf paper with proper heading.
- Faith and Life Series: Our Life in the Church Activity Bk.--First half of p. 9 (#1-#4) --- NEED BIBLES
SEPTEMBER 30, 2019
- Faith and Life Series: Our Life in the Church - Activity Book p.7
- Define "Words to Know" in Religion Journal from p. 18 Student Edition (SE)
- QUIZ Wednesday-STUDY
SEPTEMBER 23, 2019
- Faith and Life Series: Our Life in the Church read pp. 15-17 in student text and complete- Activity Book pp.5&6 .
- DAILY PRAYERS were assigned alphabetically and directions were distributed on Wednesday 8/28/19. Monday 9/23/19 - Jacob S..:
Thursday 9/26/19 - Megan W.
Friday 9/27/19 - A.J. Woodland.
SEPTEMBER 12, 2019
- Faith and Life Series: Our Life in the Church- Activity Book p. 4 ** need Bibles.
- Q & A's #1 & 2 - COPIED INTO RELIGION JOURNALS- & MEMORIZED
- QUIZ tomorrow Friday 9/13/19
- DAILY PRAYERS were assigned alphabetically and directions were distributed on Wednesday 8/28/19. Monday 9/9/19 - Peyton E.:
Thursday 9/12/19 - Colin M..
Friday 9/13/19 - Matthew M.
SEPTEMBER 11, 2019
- Faith and Life Series: Our Life in the Church- Activity Book p. 3.
SEPTEMBER 9, 2019
- Faith and Life Series: Our Life in the Church- Activity Book p. 2.
SEPTEMBER 5, 2019
- no new HW
- DAILY PRAYERS were assigned alphabetically and directions were distributed on Wednesday 8/28/19. Monday 9/9/19 - Peyton E.:
Thursday 9/12/19 - Colin M..
Friday 9/13/19 - Matthew M.
SEPTEMBER 4, 2019
- Read Faith and Life Series: Our Life in the Church p. 11; Complete ACTIVITY BOOK p. 1
- DAILY PRAYERS were assigned alphabetically and directions were distributed on Wednesday 8/28/19. BEGIN Wednesday 9/4/19 - Lucy B.:
Friday 9/6/19 - Dylan C.
August 29-SEPTEMBER 3, 2019
- Read Luke :24 - ID / record 3 statements in Religion Journal.
- DAILY PRAYERS were assigned alphabetically and directions were distributed on Wednesday 8/28/19. Wednesday 9/4/19 - Lucy B.:
Friday 9/6/19 - Dylan C.
Daily Prayer Directions/ Format- assigned alphabetically.
DAILY PRAYER- Each student will be assigned dates throughout the year. Counts as QUIZ grade in Religion.
Directions: TYPE or HANDWRITE NEATLY the following:
N.B. ******Be sure to use a proper page heading! (3 points) - (Far right-hand side of paper)
- Name
- Date
- Subject ( "Religion")
PART ONE: Use your agendas, a Catholic Church calendar, or go to www.catholicsaints.com (20 points)
*****DO NOT PLAGIARIZE! Be sure to document all your sources using MLA Source Documentation at the bottom of the Daily Prayer page.
Identify whether or not the date corresponds to a Feast Day or an Ordianry Day in the Liturgical Calendar of the Roman Catholic Church.
- IF a FEAST DAY- identify the feast and tell why the Church celebrates this feast, why this event or this (these) saint(s) are commemorated in a special way by the Church. Include, for example, a brief bio on the saint, or identify for us what important work or virtue the saint is known for.
- IF an Ordinary Day, you may choose a prayer, Bible verse, or a relevant reflection to share with the class...still be sure to identify the date as an Ordianary Day in the Church calendar; then you are free to choose something meaningful to you.
PART TWO: Prayer (30 points)
Choose a prayer to share with the class -- remember the Our Father, Hail Mary, and The Glory Be may not be used, but all other prayers are acceptable, but avoid repetition of previous prayers used in class. Sometimes the website listed above has prayers recommended for the day, or I have numerous prayer books on the Prayer Table at the back of the classroom to be used as a resource for this assignment.
PART THREE: (32 points when MLA citation required/ 37 points if MLA citation is NOT required.)
A personal reflection-- this portion of the assignment should be carefully done. The purpose of the personal reflection is for each prayer leader to express why he/she chose the particular prayer that he/she did. A good way to prepare a meaningful reflection is to read and reread the prayer to decide which words or phrases stand out to you as you read/ pray. What spoke to you in this prayer...and why? Do you have a personal connection to the prayer selected?-- or is the connection a more global one? -- or possibly it is relevant to the feast day, the saint's life's work or something we can all strive to do or be.
Correct and complete MLA Citation when required (10 points)
TOTAL = 100 points
LATE PENALTY -3 points per day with NO expiration on this assignment!