THE FIRST SEVEN YEARS SUMMARY SENTENCES 8B

Hello dear grade 8 students,

Here are the the first sentences which summarize the first paragraph of “The First Seven Years”

Feld, a Polish shoemaker, wishes his daughter had been a man and perhaps were as Max, the studious boy who he frequently sees pass by. 

Miriam was the shoemaker’s daughter who loved reading the classics and didn’t want to go to college, but find a job and be independent.

Sobel the shoemaker’s helper loved to read the classics and lent these books to Miriam.

You will have to add the sentence or sentences that you and your group created for the following paragraphs or create a new one using the GIST strategy explained and worked in class.
PARAGRAPHS ASSIGNED.

Valentina Cortés

 “I am a businessman,” the shoemaker abruptly said to conceal his embarrassment, “so I will explain you right away why I talk to you. I have a girl, my daughter Miriam—she is nineteen—a very nice girl and also so pretty that everybody looks on her when she passes by in the street. She is smart, al- ways with a book, and I thought to myself that a boy like you, an educated boy—I thought maybe you will be interested sometime to meet a girl like this.” He laughed a bit when he had finished and was tempted to say more but had the good sense not to.

Max stared down like a hawk. For an uncomfortable second he was silent, then he asked, “Did you say nineteen?”

“Yes.”

“Would it be all right to inquire if you have a picture of her?”

“Just a minute.” The shoemaker went into the store and hastily returned with a snapshot that Max held up to the light.

“She’s all right,” he said.

Feld waited.

“And is she sensible—not the flighty kind?”

“She is very sensible.”

After another short pause, Max said it was okay with him if

he met her.

“Here is my telephone,” said the shoemaker, hurriedly

handing him a slip of paper. “Call her up. She comes home from work six o’clock.”

Max folded the paper and tucked it away into his worn leather wallet.

“About the shoes,” he said. “How much did you say they will cost me?”

“Don’t worry about the price.”

“I just like to have an idea.”

“A dollar—dollar fifty. A dollar fifty,” the shoemaker said. At once he felt bad, for he usually charged $2.25 for this kind

of job. Either he should have asked the regular price or done the work for nothing.

Mariana Guerrero

Later, as he entered the store, he was startled by a violent clanging and looked up to see Sobel pounding upon the naked last. It broke, the iron striking the floor and jumping with a thump against the wall, but before the enraged shoemaker could cry out, the assistant had torn his hat and coat o  the hook and rushed out into the snow.

So Feld, who had looked forward to anticipating how it would go with his daughter and Max, instead had a great worry on his mind. Without his temperamental helper he was a lost man, especially as it was years now since he had carried the store alone. The shoemaker had for an age suffered from a heart condition that threatened collapse if he dared exert himself. Five years ago, after an attack, it had appeared as though he would have either to sacrifice his business on the auction block and live on a pittance thereafter, or put himself at the mercy of some unscrupulous employee who would in the end probably ruin him. But just at the moment of his darkest despair, this Polish refugee, Sobel, had appeared one night out of the street and begged for work. He was a stocky man, poorly dressed, with a bald head that had once been blond, a severely plain face, and soft blue eyes prone to tears over the sad books he read, a young man but old—no one would have guessed thirty. Though he confessed he knew nothing of shoemaking, he said he was apt and would work for very little if Feld taught him the trade. Thinking that with, after all, a landsman, he would have less to fear than from a complete stranger, Feld took him on and within six weeks the refugee rebuilt as good a shoe as he, and not long thereafter expertly ran the business for the thoroughly relieved shoemaker.

Catalina Esparza

Feld could trust him with anything and did, frequently going home after an hour or two at the store, leaving all the money in the till, knowing Sobel would guard every cent of it. The amazing thing was that he demanded so little. His wants were few; in money he wasn’t interested—in nothing but books, it seemed—which he one by one lent to Miriam, together with his profuse, queer written comments, manufactured during his lonely rooming house evenings, thick pads of commentary which the shoemaker peered at and twitched his shoulders over as his daughter, from her fourteenth year, read page by sanctified page, as if the word of God were inscribed on them. To protect Sobel, Feld himself had to see that he received more than he asked for. Yet his conscience bothered him for not insisting that the assistant accept a better wage than he was getting, though Feld had honestly told him he could earn a handsome salary if he worked elsewhere, or maybe opened a place of his own. But the assistant answered, some- what ungraciously, that he was not interested in going else- where, and though Feld frequently asked himself, What keeps him here? why does he stay? he finally answered it that the man, no doubt because of his terrible experiences as a refugee, was afraid of the world.

Maria Paula Diaz

After the incident with the broken last, angered by Sobel’s behavior, the shoemaker decided to let him stew for a week in the rooming house, although his own strength was taxed dangerously and the business suffered. However, after several sharp nagging warnings from both his wife and daughter, he went finally in search of Sobel, as he had once before, quite recently, when over some fancied slight—Feld had merely asked him not to give Miriam so many books to read because her eyes were strained and red—the assistant had left the place in a huff , an incident which, as usual, came to nothing, for he had returned after the shoemaker had talked to him, and taken his seat at the bench. But this time, after Feld had plodded through the snow to Sobel’s house—he had thought of sending Miriam but the idea became repugnant to him—the burly landlady at the door informed him in a nasal voice that Sobel was not at home, and though Feld knew this was a nasty lie, for where had the refugee to go? still for some reason he was not completely sure of—it may have been the cold and his fatigue—he decided not to insist on seeing him. Instead he went home and hired a new helper.

Juliana Delgadillo

Thus he settled the matter, though not entirely to his satisfaction, for he had much more to do than before, and so, for example, could no longer lie late in bed mornings because he had to get up to open the store for the new assistant, a speech- less, dark man with an irritating rasp as he worked, whom he would not trust with the key as he had Sobel. Furthermore, this one, though able to do a fair repair job, knew nothing of grades of leather or prices, so Feld had to make his own purchases; and every night at closing time it was necessary to count the money in the till and lock up. However, he was not dissatisfied, for he lived much in his thoughts of Max and Miriam. The college boy had called her, and they had arranged a meeting for this coming Friday night. The shoemaker would personally have preferred Saturday, which he felt would make it a date of the first magnitude, but he learned Friday was Miriam’s choice, so he said nothing. The day of the week did not matter. What mattered was the aftermath. Would they like each other and want to be friends? He sighed at all the time that would have to go by before he knew for sure. Often he was tempted to talk to Miriam about the boy, to ask whether she thought she would like his type—he had told her only that he considered Max a nice boy and had suggested he call her— but the one time he tried she snapped at him—justly—how should she know?

At last Friday came. Feld was not feeling particularly well so he stayed in bed, and Mrs. Feld thought it better to remain in the bedroom with him when Max called. Miriam received the boy, and her parents could hear their voices, his throaty one, as they talked. Just before leaving, Miriam brought Max to the bedroom door and he stood there a minute, a tall, slightly hunched  figure wearing a thick, droopy suit, and apparently at ease as he greeted the shoemaker and his wife, which was surely a good sign. And Miriam, although she had worked all day, looked fresh and pretty. She was a large-framed girl with a well-shaped body, and she had a fine open face and soft hair. They made, Feld thought, a first-class couple.

Helena Galindo

Miriam returned after 11:30. Her mother was already asleep, but the shoemaker got out of bed and after locating his bath- robe went into the kitchen, where Miriam, to his surprise, sat at the table, reading.

“So where did you go?” Feld asked pleasantly.

“For a walk,” she said, not looking up.

“I advised him,” Feld said, clearing his throat, “he shouldn’t

spend so much money.”

“I didn’t care.”

The shoemaker boiled up some water for tea and sat down

at the table with a cupful and a thick slice of lemon. “So how,” he sighed after a sip, “did you enjoy?”

“It was all right.”

He was silent. She must have sensed his disappointment, for she added, “You can’t really tell much the first time.”

“You will see him again?”

Turning a page, she said that Max had asked for another date.

“For when?”

“Saturday.”

“So what did you say?”

“What did I say?” she asked, delaying for a moment—“I

said yes.”

Afterwards she inquired about Sobel, and Feld, without exactly knowing why, said the assistant had got another job. Miriam said nothing more and went on reading. The shoe- maker’s conscience did not trouble him; he was satisfied with the Saturday date.

Vanessa Torres

During the week, by placing here and there a deft question, he managed to get from Miriam some information about Max. It surprised him to learn that the boy was not studying to be either a doctor or lawyer but was taking a business course leading to a degree in accountancy. Feld was a little disappointed because he thought of accountants as bookkeepers and would have preferred “a higher profession.” However, it was not long before he had investigated the subject and discovered that Certified Public Accountants were highly respected people, so he was thoroughly content as Saturday approached. But because Saturday was a busy day, he was much in the store and therefore did not see Max when he came to call for Miriam. From his wife he learned there had been nothing especially revealing about their greeting. Max had rung the bell and Miriam had got her coat and left with him—nothing more. Feld did not probe, for his wife was not particularly observant. Instead, he waited up for Miriam with a newspaper on his lap, which he scarcely looked at so lost was he in thinking of the future. He awoke to  find her in the room with him, tiredly removing her hat. Greeting her, he was suddenly inexplicably afraid to ask anything about the eve- ning. But since she volunteered nothing he was at last forced to inquire how she had enjoyed herself. Miriam began something noncommittal, but apparently changed her mind, for she said after a minute, “I was bored.”

Gabriela Muñoz

When Feld had sufficiently recovered from his anguished disappointment to ask why, she answered without hesitation, “Because he’s nothing more than a materialist.”

“What means this word?”

“He has no soul. He’s only interested in things.”

He considered her statement for a long time, then asked,

“Will you see him again?” “He didn’t ask.”

“Suppose he will ask you?” “I won’t see him.”

He did not argue; however, as the days went by he hoped increasingly she would change her mind. He wished the boy would telephone, because he was sure there was more to him than Miriam, with her inexperienced eye, could discern. But Max didn’t call. As a matter of fact he took a different route to school, no longer passing the shoemaker’s store, and Feld was deeply hurt.

Isabela Posada

Then one afternoon Max came in and asked for his shoes. The shoemaker took them down from the shelf where he had placed them, apart from the other pairs. He had done the work himself and the soles and heels were well built and firm. The shoes had been highly polished and somehow looked better than new. Max’s Adam’s apple went up once when he saw them, and his eyes had little lights in them.

“How much?” he asked, without directly looking at the shoemaker.

“Like I told you before,” Feld answered sadly. “One dollar fifty cents.”

Max handed him two crumpled bills and received in return a newly minted silver half dollar.

He left. Miriam had not been mentioned. That night the shoemaker discovered that his new assistant had been all the while stealing from him, and he suffered a heart attack.

Though the attack was very mild, he lay in bed for three weeks. Miriam spoke of going for Sobel, but sick as he was Feld rose in wrath against the idea. Yet in his heart he knew there was no other way, and the first weary day back in the shop thoroughly convinced him, so that night after supper he dragged himself to Sobel’s rooming house.

Maria Paula Fajardo

He toiled up the stairs, though he knew it was bad for him, and at the top knocked at the door. Sobel opened it and the shoemaker entered. The room was a small, poor one, with a single window facing the street. It contained a narrow cot, a low table, and several stacks of books piled haphazardly around on the floor along the wall, which made him think how queer Sobel was, to be uneducated and read so much. He had once asked him, Sobel, why you read so much? and the assistant could not answer him. Did you ever study in a college some- place? he had asked, but Sobel shook his head. He read, he said, to know. But to know what, the shoemaker demanded, and to know, why? Sobel never explained, which proved he read so much because he was queer.

Ana Sofía Morales

Feld sat down to recover his breath. The assistant was resting on his bed with his heavy back to the wall. His shirt and trousers were clean, and his stubby fingers, away from the shoemaker’s bench, were strangely pallid. His face was thin and pale, as if he had been shut in this room since the day he had bolted from the store.

“So when you will come back to work?” Feld asked him. To his surprise, Sobel burst out, “Never.”

Jumping up, he strode over to the window that looked out

upon the miserable street. “Why should I come back?” he cried. “I will raise your wages.”

“Who cares for your wages!”

The shoemaker, knowing he didn’t care, was at a loss what

else to say.

“What do you want from me, Sobel?”

“Nothing.”

“I always treated you like you was my son.”

Sobel vehemently denied it. “So why you look for strange

boys in the street they should go out with Miriam? Why you don’t think of me?”

Isabela Beninati

The shoemaker’s hands and feet turned freezing cold. His voice became so hoarse he couldn’t speak. At last he cleared his throat and croaked, “So what has my daughter got to do with a shoemaker thirty-five years old who works for me?”

“Why do you think I worked so long for you?” Sobel cried out. “For the stingy wages I sacrificed five years of my life so you could have to eat and drink and where to sleep?”

“Then for what?” shouted the shoemaker.

“For Miriam,” he blurted—“for her.”

The shoemaker, after a time, managed to say, “I pay wages

in cash, Sobel,” and lapsed into silence. Though he was seething with excitement, his mind was coldly clear, and he had to admit to himself he had sensed all along that Sobel felt this way. He had never so much as thought it consciously, but he had felt it and was afraid.

Sofia Diaz

“Miriam knows?” he muttered hoarsely. “She knows.”

“You told her?”

“No.”

“Then how does she know?”

“How does she know?” Sobel said. “Because she knows. She knows who I am and what is in my heart.”

Feld had a sudden insight. In some devious way, with his books and commentary, Sobel had given Miriam to understand that he loved her. The shoemaker felt a terrible anger at him for his deceit.

“Sobel, you are crazy,” he said bitterly. “She will never marry a man so old and ugly like you.”

Maria Jose Jimenez

Watching him, the shoemaker’s anger diminished. His teeth were on edge with pity for the man, and his eyes grew moist. How strange and sad that a refugee, a grown man, bald and old with his miseries, who had by the skin of his teeth escaped Hitler’s incinerators, should fall in love, when he had got to America, with a girl less than half his age. Day after day, for five years he had sat at his bench, cutting and hammering away, waiting for the girl to become a woman, unable to ease his heart with speech, knowing no protest but desperation.

“Ugly I didn’t mean,” he said half aloud.

Yuliana Carrilo

Then he realized that what he had called ugly was not Sobel but Miriam’s life if she married him. He felt for his daughter a strange and gripping sorrow, as if she were already Sobel’s bride, the wife, after all, of a shoemaker, and had in her life no more than her mother had had. And all his dreams for her— why he had slaved and destroyed his heart with anxiety and labor—all these dreams of a better life were dead.

The room was quiet. Sobel was standing by the window reading, and it was curious that when he read he looked young.

Andrea Pedraza

“She is only nineteen,” Feld said brokenly. “This is too young yet to get married. Don’t ask her for two years more, till

she is twenty-one, then you can talk to her.”

Sobel didn’t answer. Feld rose and left. He went slowly

down the stairs but once outside, though it was an icy night and the crisp falling snow whitened the street, he walked with a stronger stride.

But the next morning, when the shoemaker arrived, heavy- hearted, to open the store, he saw he needn’t have come, for his assistant was already seated at the last, pounding leather for his love.

SWBS GUIDELINES

Unit 3

This is the info you have to copy in your notebooks.

Context

The social, historical, cultural and workplace settings in which a text or work is

produced.

All texts may be understood according to their form, content, purpose and

audience, and through the social, historical, cultural and workplace contexts that

produce and value them. Literary texts are influenced by social Context cultural

heritage and historical change. Students should be encouraged to consider how

texts build upon and transform the inherited literary and cultural traditions.

Cultural context refers to the way of life, especiallythe general customs and beliefs,

of a particular group of people at a particular time.

THE PATH

In class we watched the video below.

Watch up to minute 6 and ask questions you have about what will happen next.

Think about Ally’s job, her relationship with the boyfriend, her friends, Kenayo, etc.

 

After you write your question, watch the rest of the video and see if your questions were answered.

 

Then watch this video to review the parts of the plot.

Now, describe in a few sentences the parts of the plot that you can identify in the short video “The Path”.

Persuasive speech example

Hello grade 8 ladies.

Here’s the structure and sample speech I used to explain the speech.

PERSUASIVE SPEECH

THE MAN IN THE WATER TEST GUIDELINES

Dear grade 8 students,

As some of you requested, here’s the structure of the test you will have on Tuesday. Please understand these are NOT the questions or answers of the test. They are guidelines for you to know what the exam will look like, your passing or failing depends on how attentive you were in class, your reviewing each others’ replies in the post on GIST, and how you analyze during the test.

Test structure

The test will assess CRITERION A and CRITERION B

PART 1

Questions 1, 2 and 3 are True or False and multiple choice. The choices are the explanations.

For example,

 

(this question won’t appear in the exam)

The Lowest Animal wants to make a change in society.

TRUE X
FALSE
  1. Because Twain uses irony in his text.
  2. Because he compares animals and man.
  3. Because Twain uses satire. Correct answer.
  4. Because Twain did not actually do all the experiments.

PART 2

From the list of statements, you will choose the ones that would go in the corresponding column. Some of them do not belong in any.

For example,

Statements

  1. Talks about an invention.
  2. Deals with traveling in time.
  3. Discusses experiments with animals.
  4. Tells the story of a young inventor.
Travel by Wire Each story The Sound of Thunder
3 1 2

PART 3

You will be given a text with some sentences missing. You will choose from those sentences in random order to complete the text, just like the test on grammar.

The Man in the Water 8C

Hello dear grade 8C

 

Below you will find the people responsible for writing the GIST and the paragraph assigned to each one.

 

Remember to leave a reply like this,

 

GIST SENTENCE PARAGRAPH (5, 6, 7…)

Your sentence.

AGUILAR ESPAÑA, SARA 5
CIFUENTES GRILLO, VALERIA 5
CLAVIJO CERVANTES, MARIANA 5
DÍAZ HERNÁNDEZ, VALENTINA 6
GAMBOA ROZO, GABRIELA 6
GARCÍA GUTIÉRREZ, SILVANA 6
GARNICA VÁSQUEZ, NATALIA 7
GUZMÁN CORREA, JUANITA 7
MENDOZA ARISTIZABAL, LAURA 7
MORENO DIAZ, DANIELA 8
PARRA MARTÍNEZ, GABRIELA MARÍA 8
PATIÑO RODRÍGUEZ, ISABELLA 8
RAMIREZ CHAVEZ, JUANITA 8
RAMIREZ GONZÁLEZ, DANIELA 9
RUIZ ROA, MARIANA 9
TARAZONA HERRERA, MARIANA 9
TENGONO GUARÍN, MARÍA JOSÉ 9

 

  1. Still, he could never have imagined such a capacity in himself. Only minutes before his character was tested, he was sitting in the ordinary plane among the ordinary passengers, dutifully listening to the stewardess telling him to fasten his seat belt and saying something about the “no smoking sign.” So our man relaxed with the others, some of whom would owe their lives to him. Perhaps he started to read, or to doze, or to regret some harsh remark made in the office that morning. Then suddenly he knew that the trip would not be ordinary. Like every other person on that flight, he was desperate to live, which makes his final act so stunning.

 

  1. For at some moment in the water he must have realized that he would not live if he continued to hand over the rope and ring to others. He had to know it, no matter how gradual the effect of the cold. In his judgment he had no choice. When the helicopter took off with what was to be the last survivor, he watched everything in the world move away from him, and he deliberately let it happen.

 

  1. Yet there was something else about the man that kept our thoughts on him still. He was there, in the essential, classic circumstance. Man in nature. The man in the water. For its part, nature cared nothing about the five passengers. Our man, on the other hand, cared totally. So the timeless battle commenced in the Potomac. For as long as that man could last, they went at each other, nature and man: the one making no distinctions of good and evil, acting on no principals, offering no lifelines; the other acting wholly on distinctions, principles and one supposes, of faith.

 

  1. Since it was he who lost the fight, we ought to come again to the conclusion that people are powerless in the world. In reality, we believe the reverse, and it takes the act of the man in the water to remind us of our true feelings in this matter. It is not to say that everyone would have acted as he did or as Usher, Windsor, and Skutnik. Yet whatever moved these men to challenge death on behalf of their fellows is not peculiar to them. Everyone feels the possibility in himself. That is the abiding wonder of the story. That is why we would not let go of it. If the man in the water gave a lifeline to the people gasping for survival, he has likewise giving a lifeline to those who observed him.

 

  1. The odd thing is that we do not even really believe that the man in the water lost his fight. “Everything in Nature contains all the powers of Nature,” said Emerson. Exactly. So the man in the water had his own natural powers. He could not make ice storms or freeze the water until it froze the blood. But he could hand life over to a stranger, and that is a power of nature too. The man in the water pitted himself against an implacable, impersonal enemy; he fought it with charity; and he held it to a standoff. He was the best we can do.

The Man in the Water 8A

Hello dear grade 8A

Below you will find the people responsible for writing the GIST and the paragraph assigned to each one.

Remember to leave a reply like this,

GIST SENTENCE PARAGRAPH (5, 6, 7…)

Your sentence.

 

ARANA VELANDIA, JULIANA 5
ARIAS PRIETO, MARIA MONICA 5
BUITRAGO CARVAJAL, SOFÍA 5
CORONADO MENDOZA, MARÍA JOSÉ 6
CORREDOR SUAREZ, ANA SOFIA 6
DELGADO GARCÍA, MARÍA PAULA 6
DIAZ AREVALO, ANDREA 7
DUARTE PEREA, LAURA 7
ERAZO AVENDAÑO, MARIANA 7
GUTIERREZ CASTAÑEDA, GABRIELA 8
NIETO SEPÚLVEDA, JUANITA CAROLINA 8
ORTIZ ROMERO, DANIELA 8
PATIÑO PULIDO, MARIA CAMILA 8
RODRIGUEZ CASALLAS, ALEJANDRA 9
RODRÍGUEZ OROZCO, ADRIANA CRISTINA 9
TOVAR VEGA, MARIANA 9
URIBE CARMONA, JULIANA 9

5. Still, he could never have imagined such a capacity in himself. Only minutes before his character was tested, he was sitting in the ordinary plane among the ordinary passengers, dutifully listening to the stewardess telling him to fasten his seat belt and saying something about the “no smoking sign.” So our man relaxed with the others, some of whom would owe their lives to him. Perhaps he started to read, or to doze, or to regret some harsh remark made in the office that morning. Then suddenly he knew that the trip would not be ordinary. Like every other person on that flight, he was desperate to live, which makes his final act so stunning.

6. For at some moment in the water he must have realized that he would not live if he continued to hand over the rope and ring to others. He had to know it, no matter how gradual the effect of the cold. In his judgment he had no choice. When the helicopter took off with what was to be the last survivor, he watched everything in the world move away from him, and he deliberately let it happen.

7. Yet there was something else about the man that kept our thoughts on him still. He was there, in the essential, classic circumstance. Man in nature. The man in the water. For its part, nature cared nothing about the five passengers. Our man, on the other hand, cared totally. So the timeless battle commenced in the Potomac. For as long as that man could last, they went at each other, nature and man: the one making no distinctions of good and evil, acting on no principals, offering no lifelines; the other acting wholly on distinctions, principles and one supposes, of faith.

8. Since it was he who lost the fight, we ought to come again to the conclusion that people are powerless in the world. In reality, we believe the reverse, and it takes the act of the man in the water to remind us of our true feelings in this matter. It is not to say that everyone would have acted as he did or as Usher, Windsor, and Skutnik. Yet whatever moved these men to challenge death on behalf of their fellows is not peculiar to them. Everyone feels the possibility in himself. That is the abiding wonder of the story. That is why we would not let go of it. If the man in the water gave a lifeline to the people gasping for survival, he has likewise giving a lifeline to those who observed him.

9. The odd thing is that we do not even really believe that the man in the water lost his fight. “Everything in Nature contains all the powers of Nature,” said Emerson. Exactly. So the man in the water had his own natural powers. He could not make ice storms or freeze the water until it froze the blood. But he could hand life over to a stranger, and that is a power of nature too. The man in the water pitted himself against an implacable, impersonal enemy; he fought it with charity; and he held it to a standoff. He was the best we can do.

RHETORICAL DEVICES

Here’s the presentation we worked in class.

rehtoricaldevices-1

Complementary readings Unit 2 Grade 8

Reading 1

http://www.chicagonow.com/old-single-mom/2016/08/how-a-3-dollar-sewing-kit-restored-my-faith-in-humanity/

TENSES REVIEW

Here’s a complete explanation of the basic tenses in English.

After watching the video, you may do these exercises HERE

TERM EXAM PRACTICE

Hi grade 8 ladies,

Here’s some practice for you to practice for the test.

term-exam-practice

ANSWERS

term-exam-practice-answers

HOW TO WRITE A LITERARY RESPONSE

First, watch this video. Take notes on ideas that come to your mind while you watch it. Save them for later use.

After that, watched this other video.

Watch the power point presentation below. It is a video, so you can stop, fast forward or rewind when required. Watch it in HD for a better quality.

Below are the guidelines you just watched and the complete response that I wrote as an example.

response-guidelines

sample-response

If you have any questions, don’t hesitate in contacting me at

juan.vanegas@sanjose.edu.co

UNIT 1 GRADE 8

Here’s the unit 1 for you to keep in your folders.

unit-1-myp-grade-8

SUMMATIVE ASSESSMENT GRADE 9

Here are the guidelines for the summative assessment.

Vivid descriptions of events
Narration of these events from the perspective of their character
An interesting hook to use to introduce the character
Accurate facts
Specific information
Revealing insights
Empathic perspective
Follow the style found in analyzed texts
600 word long
Final version should include rationale at the end explaining their creation based on concepts (key, related), global context exploration (inequality), inquiry questions, unit content.

Steps

-Assume a character and create a brief biography of it, including name, occupation, age,family members, place of birth.

-Develop draft entry: prepare a draft of your journal entry from the chosen person’s perspective. Focus on a specific aspect of their chosen event. Your entry should reflect the criteria for a historically useful, authentic journal.

-You must read about the event, look for details to make the entry more authentic.

COMPLEMENTARY READINGS GRADE 8

HI LADIES,

A reminder,

These are the texts you need to read.

The real science of science fiction

https://www.theguardian.com/books/booksblog/2015/jan/21/real-science-science-fiction-sf-scholar

September 9
ROBERT WINSTON: the dark side of the inventions that changed the world

By ROBERT WINSTON

http://www.dailymail.co.uk/home/moslive/article-1256986/ROBERT-WINSTON-dark-inventions-changed-world.html

September 16

COMPLEMENTARY READINGS GRADE 9

TEXT 1

TEXT 2

http://colombiareports.com/understanding-colombias-conflict-inequality/

TEXT 3

http://prospect.org/article/inequality-race-and-remedy

 

TENSES EXAMPLES

These are the sentences we worked in class.

  1. Some dinosaurs have two brains, one in the head, another far down the spinal column. SIMPLE PRESENT
  2. Does this safari guarantee I come back alive? SIMPLE PRESENT
  3. Did I tell you the truth? SIMPLE PAST
  4. What’re you staring at? PRESENT PROGRESSIVE
  5. This way, we kill only animals with no future, that are never going to mate again SIMPLE PRESENT, FUTURE
  6. Suddenly it all ceased, as if someone had shut a door SIMPLE PAST, PAST PERFECT
  7. His works have been translated into more than 40 languages and have sold tens of millions of copies around the world. PRESENT PERFECT
  8. The simple presence of the time travelers will affect short-term events, no matter how careful they are. SIMPLE FUTURE

Here’s the text where you had to identify the tenses.

TENSES TEXT

Punctuation in English

PILGRIM FACT CARDS

Pilgrim Fact Card 1

REASONS FOR LEAVING

King Henry VIII of England made himself the head of the new Church of England in 1534.

Some English people did not like the new Church of England.

They created a new church and they were called “Separatists.”

Some of the Separatists were treated poorly because of their beliefs.

They moved to Holland to find religious freedom.

Some Separatists settled in the town of Leiden (or Leyden) in Holland for the next 11 or 12 years.

The Separatists decided to leave Holland because they had a hard time finding good jobs and they were afraid their children were losing their English ties.

 

Pilgrim Fact Card 2

STARTING OVER, AGAIN

The Separatists wanted to start a colony in the northern part of Virginia Colony (near present day New York City). This was at the mouth of the Hudson River.

The group had little money, but wanted to be able to worship freely in a colony in the New World.

The Separatists (or colonists) joined with a group of investors to form a joint stock company.

The investors provided the colonists with supplies and a way to get to the New World.

The colonists agreed to send fish, timber and fur back to England for seven years to pay off their debts.

Pilgrim Fact Card 3

THE VOYAGE TO A NEW LIFE

The colonists began their trip with two ships: the Mayflower and the Speedwell.

The Speedwell leaked so badly that the ship was left behind in England.

Some of the passengers had to remain in England, too.

The rest of the passengers crowded aboard the Mayflower.

There were 102 passengers on the Mayflower and about 26 crew members.

Some of the passengers were Separatists and they called themselves “Saints”.

The Separatists called the other passengers “Strangers”.

Nowadays, we refer to all of the passengers on the Mayflower as Pilgrims or colonists.

There were many storms during the 66-day voyage.

One sailor and one passenger died.

A baby boy, Oceanus Hopkins was born during the trip.

Pilgrim Fact Card 4

LAND IS SIGHTED!

The Mayflower reached Provincetown on November 11, 1620.

The dates used here are from the Old Style or Julian calendar. Add 12-13 days to make them match our current calendar.

The storms and dangerous rocky coasts forced the Mayflower to anchor in Cape Cod Bay (not at the mouth of the Hudson River as they had intended).

There were many native tribes living in southeastern Massachusetts and Rhode Island (24,000 people at the time the Pilgrims landed). They were part of the Wampanoag Nation.

A brief fight occurred between a group of colonists and some Nauset Wampanoag. The Natives attacked the colonists because some of their tribe had been captured and sold into slavery in the past.

The men signed the Mayflower Compact, which was an agreement on how the colony would be governed.

Many passengers became sick and four of them died while the group tried to find a good place for their colony.

Ss will now share their lists.

The T will then share the experts’ ranking. The groups must reflect on the ideal ranking.

 

Pilgrim Fact Card 5

PLYMOUTH, A NEW COLONY

The colonists, or Pilgrims, as they are commonly called, decided to settle in Plymouth.

The Pilgrims arrived in Plymouth Harbor on December 16, 1620.

The Patuxet Wampanoag had lived in Plymouth before the Pilgrims.

About 2000 Patuxet died in a plague that occurred between 1616 and 1619. The plague was probably smallpox, brought to the New World by Europeans.

Only one Patuxet, Squanto, did not die from the plague. He had been captured and sold into slavery in 1614 and was living in England when the rest of his tribe died.

The Pilgrims found that the old Patuxet lands had many things they needed:

A good harbor

A clean supply of water (Town Brook)

Fields which were already cleared

No hostile native people

A hill upon which they could build a fort.

MYP YEAR 4 UNIT 1 STATEMENT OF INQUIRY

Science fiction themes can reflect both the positive and  negative perspective  people have of  scientific and technical innovation in contexts such as medicine, education and industry.

ELEMENTS OF FICTION

Topics IV Term Exam

READING SELECTIONS

A Narrative of the Captivity
Rip Van Winkle
The Fall of the House of Usher.
Life on the Mississippi

GRAMMAR

Reported speech
http://www.perfect-english-grammar.com/reported-speech.html

Conditionals
http://www.englishpage.com/conditional/presentconditional.html

Passive voice
https://www.ego4u.com/en/cram-up/grammar/passive

SORCERE’S APPRENTICE SYNOPSIS

http://www.imdb.com/title/tt0963966/synopsis?ref_=tt_stry_pl

CONTRAST ESSAY VIDEO

Hi 9 grade,

Here’s the video to guide you step by step in the construction of your contrast essay.

Watch it in HD.

PASSIVE VOICE TEST PREPARATION

Hi grade 9B

Here are the questions we worked with 9A. As we didn’t have the time with you, you should answer them and prepare them. I will give the oral exam to 5 people based on these questions.

Decide whether the following statements are TRUE or FALSE. Explain your choice.

1. “The criminal was sentenced to life imprisonment” is in Present perfect.

2. “She has worried his parents” is a passive sentence.

3. “She is sitting next to us.” can’t be changed to passive voice.

4. “The photos were taken by a photographer” the agent  is not needed

5. “A virus infected the population” is in passive “The population has infected by the virus.”

This is also useful.

And another short video for you to see the transformation from active to passive.

EXERCISES

https://juanpablovanegas.wordpress.com/2011/10/26/extra-practice-passive-voice/

Questions about the Sorcerer’s Apprentice

Hi grade 9,

Here are the questions we answered in class. Copy them and answer them in your notebooks. After you do, write in your notebooks using a Venn Diagram or a chart all the differences and similarities you could find between The Sorcerer’s Apprentice and Life on the Mississippi.

THE SORCERER’S APPRENTICE

  1. Who are the three sorcerers Merlin entrusted his secrets?
  2. Who was Merlin’s most deadly enemy?
  3. What did Morgana want?
  4. How does Balthazar save Veronica´s life?
  5. What did Balthazar look for centuries?
  6. How does David meet Balthazar?
  7. What does David do when he is given the ring?
  8. How long has Horvath been in the Grim Hold? Is this a hyperbole? Why?
  9. Bennet tells David an extended metaphor, what is it?
  10. What is the metaphor David makes about the urn?
  11. Why does David decide to learn magic?
  12. When Balthazar and David are eating in the park bench, David sees Becky. Why does Balthazar say, “Why was I even concerned?” Why is that ironic?
  13. Why does David give up being the Prime Merlinean? How is this similar to the apprentice of Life on the Mississippi?
  14. Who insults who at the end of the movie and why?

 

LIFE ON THE MISSISSIPPI GLOSSARY 9B

Hi grade 9B,

As promised, here’s the glossary you will prepare for the test on “Life on the Mississippi”.

You must comment this way:

The sentence where the word is found.

AT the end of what seemed a tedious while, I had managed to pack my head full of islands, towns, bars, “points,” and bends

The definition and the grammar category it belongs to

tedious (adj.) Tiresome by reason of length, slowness, or dullness; boring.

Your participation in the blog is worth 20 points of the test.

The text is HERE!

You can use THIS dictionary to find the definitions.

Here are the words and the people responsible for each.

Complacency ÁLVAREZ ARBOLEDA, MARÍA PAULA
Trifle AMADOR CUENCA, JULIANA
Fetch ARENAS BUSTOS, VALENTINA
Breach BEDOYA MALAGÓN, ANA MARÍA
Appalled BURGOS PAVAJEAU, MARIANELLA
Sliver CADAVID FORERO, VALENTINA
Knotty CORREDOR JARAMILLO, SOFIA
Eddy ESPARZA INFANTE, VALENTINA ANDREA
Astounded HARB JARAMILLO, SOPHIA
Uttered HERNANDEZ CARDOZO, MELISSA ANDREA
Reperusal HERNANDEZ TORRES, INGRID VANESSA
Dimple LIZCANO LÓPEZ, NATALIA
Wreck MARIN ARAGON, SOFIA
Hideous MIRANDA AREVALO, LAURA SOFIA
Hue MORALES NARVAEZ, ISABELLA
Ruddy MORENO DIAZ, ALEJANDRA
Bough MORENO ROMERO, MARIA JOSE
Wrought RIVEROS SIERRA, LAURA GABRIELA
Slick TRIANA BRIGANTE, VALENTINA

LIFE ON THE MISSISSIPPI GLOSSARY 9A

Hi grade 9A,

 

As promised, here’s the glossary you will prepare for the test on “Life on the Mississippi”.

You must comment this way:

The sentence where the word is found.

AT the end of what seemed a tedious while, I had managed to pack my head full of islands, towns, bars, “points,” and bends

 

The definition and the grammar category it belongs to

tedious (adj.) Tiresome by reason of length, slowness, or dullness; boring.

Your participation in the blog is worth 20 points of the test.

The text is HERE!

Here are the words and the people responsible for each.

Complacency CAMARGO GONZÁLEZ, DULCE ANA MARÍA
Trifle CURREA ALONSO, KATIA PATRICIA
Fetch FLOREZ ORREGO, JULIANA
Breach GAMA GUTIERREZ, VALENTINA
Appalled GAMBOA MAHECHA, LAURA ALEJANDRA
Sliver GOMEZ ACOSTA, MARIA JOSE
Knotty GUERRERO LEÓN, SARA JULIANA
Eddy JIMENEZ MONSALVE, MARIA DE LA O
Astounded LÓPEZ FARFÁN, LUISA DANIELA
Uttered LÓPEZ PÉREZ, PAOLA ALEJANDRA
Reperusal MACALLISTER ORTIZ, MARÍA ANDREA
Dimple NEIRA LOPEZ, MARIANA
Wreck PARADA GARCÍA, VALERIA
Hideous PLASCENCIA VILLABONA, DANIELA
Hue RINCON BERNARD, VALENTINA
Ruddy SALCEDO MARENTES, VALENTINA
Bough SALCEDO TORRES, MARIA CAMILA
Drifted SILVA ARIZA, ANA VALENTINA
Wrought VARGAS SUÁREZ, MARÍA JOSÉ
Slick VELASCO BORDA, JULIANA MARGARITA

 

PHRASAL VERBS

Hi there,

Here is the material to prepare for the test on Phrasal Verbs.

GRAMMAR NOTES

VERBS LIST

EXERCISES