As we work on our Résumé Writing mini-unit you will use the "Résumé  Template" document to create your own résumé. Please replace the highlighted sections with relevant information that pertains to you.


 Your "Final Résumé" will be due Friday, June 4th. This assignment will be graded on completion, and the intentions of this mini-unit are to have you craft a résumé that you can adapt for future use.

Digital Memoir Project: This is your "home base" for this assignment. I recommend reviewing this often. 

Final Book: Where you will create finalized "vignettes/chapters."

DO NOT turn in this assignment until you are done with ALL FIVE vignettes/chapters and with the entire digital memoir/narrative.

1) Choose one (1) of the following "Big Concepts" to focus on as we read The House on Mango Street

- "Home, Family, and Community"
- "Girls and Women"
- "Foreignness and Culture"
- "Social Class"

2) Fill out the Big Concepts Choice (Google Form) indicating your choice by Friday, January 15th.

3) Make a copy of the corresponding Google Slides (the one that matches with your choice) attached to this posting.

4) Periodically, fill out these Google Slides as we read The House on Mango Street.

5) You will later turn in these Google Slides and use them for a future Socratic Seminar.

Invite Link: https://www.noredink.com/join/popular-chalk-49
Class Code: popular chalk 49

1) You will select a topic for your chapter/vignette or create one on your own.
2) You will complete a free-write, for ten minutes, on your selected topic.

Compose a dialogue between a tutee and you the tutor. The tutee asks the following questions, and you the tutor need to answer them as clearly and concisely as you can.

1) You will select a topic for your chapter/vignette or create one on your own.
2) You will complete a free-write, for ten minutes, on your selected topic.

Compose a dialogue between a tutee and you the tutor. The tutee asks the following questions, and you the tutor need to answer them as clearly and concisely as you can.

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Please note: Google Forms does not have a save option. However, I have enabled the "Respondents can edit after submitting" option, so please click "submit before closing this form whenever you are done working on it. You can edit it after submitting.

Additionally, I have added a link to each vignette.

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Please note: Google Forms does not have a save option. However, I have enabled the "Respondents can edit after submitting" option, so please click "submit before closing this form whenever you are done working on it. You can edit after submitting it.

Additionally, I have added a link to each vignette.

Timetracker: This section indicates items that students should write in their Timetrackers, such as due dates and where to submit assignments.  

Compose a dialogue between a tutee and you the tutor. The tutee asks the following questions, and you the tutor need to answer them as clearly and concisely as you can.

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Please note: Google Forms does not have a save option. However, I have enabled the "Respondents can edit after submitting" option, so please click "submit before closing this form whenever you are done working on it. You can edit after submitting it.

Additionally, I have added a link to each vignette.

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Please note: Google Forms does not have a save option. However, I have enabled the "Respondents can edit after submitting" option, so please click "submit before closing this form whenever you are done working on it. You can edit after submitting it.

Additionally, I have added a link to each vignette.

Please complete this form to earn points for your "Participation: Vignettes #28-30" grade.

This form is the same as the one shared on Nearpod.

Please note you will have to make a copy of the GoogleDoc that you select based on your slef-selected level (select “File” in the top-left corner → click “Make a copy” → Rename your document with your name)

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Please note: Google Forms does not have a save option. However, I have enabled the "Respondents can edit after submitting" option, so please click "submit before closing this form whenever you are done working on it. You can edit after submitting it.

Additionally, I have added a link to each vignette.

Timetracker: This section indicates items that students should write in their Timetrackers, such as due dates and where to submit assignments.     Objectives: This section indicates our weekly objectives.    Lesson Focus: This section indicates the weekday of the lesson and the relevant topic(s) and/or essential questions.     Agenda: This section indicates an overview of the lesson.     Wednesday PAWS Intervention/Enrichment Focus: This section indicates what my PAWS session will be focusing on that Wednesday.     Optional Extensions: This section indicates activities that students may complete to enrich their learning.

Invite Link: https://www.noredink.com/join/popular-chalk-49
Class Code: popular chalk 49

SUPPORT:

You will complete this assignment on the “Socratic Seminar Practice” Padlet.

1) Begin your response with a claim that responds to the following question: "What is one event or situation in The House on Mango Street that portrays your big concept?”

2) Support your response with cited textual evidence.

3) Use reasoning to show how your evidence supports your claim.

4) Pose a subsequent question related to the big concept.


BENCHMARK:

You will complete this assignment on your corresponding big concept’s Flipgrid:

Home, Family, and Community
Girls and Women
Foreignness and Culture
Social Class

1) Begin your response with a claim that responds to the following question: "What is one event or situation in The House on Mango Street that portrays your big concept?”

2) Support your response with cited textual evidence.

3) Use reasoning to show how your evidence supports your claim.

4) Pose a subsequent question related to the big concept of "Home, Family, and Community."

ADVANCED:

You will complete this assignment on your corresponding big concept’s Flipgrid:

Home, Family, and Community
Girls and Women
Foreignness and Culture
Social Class

1) Respond to someone else's question on Flipgrid with a claim.

2) Support your response with cited textual evidence.

3) Use reasoning to show how your evidence supports your claim.

4) Pose a subsequent question related to the big concept of "Home, Family, and Community."

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Please note: Google Forms does not have a save option. However, I have enabled the "Respondents can edit after submitting" option, so please click "submit before closing this form whenever you are done working on it. You can edit after submitting it.

Additionally, I have added a link to each vignette.

Invite Link: https://www.noredink.com/join/popular-chalk-49
Class Code: popular chalk 49

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form). Use the submit button to save your work (I have enabled "Respondants can edit after submit.")

Additionally, I have added the link to each vignette.

Invite Link: https://www.noredink.com/join/popular-chalk-49
Class Code: popular chalk 49

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form).

Additionally, I have added the PDF files of vignettes #12-14.

Invite Link: https://www.noredink.com/join/popular-chalk-49
Class Code: popular chalk 49

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form).

Additionally, I have added the PDF files of vignettes #9-11.

Invite Link: https://www.noredink.com/join/popular-chalk-49
Class Code: popular chalk 49

Remember to zoom in on the Google Slides click "File" > "View" > select an appropriate percentage (many prefer 100%, yet I use 200%).

The Google Form is an alternative way to complete the same work on the Google Slides (you do not have to complete both the Google Slides and Google Form).

Please SKIP slide 6.

The Google Form is an alternative way to complete the same work on the Google Slides.

You may choose to complete this digitally by using slide 2, or you may complete this by hand by printing out slide 2 or making your own (you will have to upload a picture of your work for grading).

Directions:
You are creating a public service announcement (PSA) video that is engaging an audience and informing them about the importance of your issue and calling them to action on the importance of it. You want to be both entertaining AND educational.

Your video should include the following (use your outline or essay to organize these requirements):
The thesis/claim from your outline or essay
One piece of evidence from your outline or essay (summarized or paraphrased)
An explanation of the importance of the evidence to your claim (and to the audience)
A conclusion sentence telling your audience what they should do to take action
Captions/titles and images or photos to reinforce your main points

This assignment will be graded as a SUMMATIVE ASSESSMENT.

1) Create a new document
2) Add your work from your outline
3) Revise your work (use my feedback on your "Day 4: Vote Your Future (Outline)" )
4) Format your mini-essay in MLA format
5) Read the rubric and ensure that your writing meets all of the requirements

Please let me know if you have any questions or need help with this assignment prior to the December 11th due date!

Use the “Self-Edit Checklist” to create your introduction for your mini-essay.

Once you have created your introduction upload it to the “Participation: Exit-Ticket 12/07 and 12/08” Google Form.

You may work with one to two partners, but please ensure that every group member includes his/her/their name and uploads the assignment individually.

STEP 1: Self-select ONE short story for this assignment based upon your level.
STEP 2: Closely read and CATCH annotate your short story.
STEP 3: Create an objective summary for your short story.
STEP 4: Answer the question about the theme (we will be going over “themes” on September 24th/25th).

Over the summer, you were required to read TWO (2) choice books and provide specific information about each text including a summary.

In a FlipGrid video, answer the following question:

What is a summary of ONE (1) of your choice books for summer reading?

Please include three (3) supporting details for your summary.

Make your video as creative, funny, and interesting as possible!

If you did not complete your summer reading assignment, complete this FlipGrid by giving a summary of the "Dealing With Stress and Strong Emotions" article found on Google Classroom.


Tips for success

- Jot down a script of what you'd like to say in your video!

- Make sure your video doesn't sound like something that came from the internet (don't plagiarize)

- Have fun and show your personality

Grading will be 10 points in the Speaking, Listening, and Interacting category.

STEP 1: Self-select ONE article for this assignment based upon your level.
STEP 2: Closely read and CATCH annotate your article.
STEP 3: Create an objective summary for your article.

Your 8th Grade Summer Reading Assignment is due Thursday, September 3rd, 2020.

Please ensure that you avoid plagiarism.

(Please note that the points currently set for this assignment will change from "Ungraded" to an appropriate value once I begin grading)

Update: I have added a template for those who might find it helpful.

Students and guardians, please read, sign, and return "Mr. Kern’s ELA 8 Syllabus."

You may print out the "Mr. Kern’s ELA 8 Syllabus" document, physically sign, and return a scanned copy clearly showing the required completed sections, or you may electronically sign the "Mr. Kern’s ELA 8 Syllabus" document.

Students, please complete the "Mr. Kern's ELA 8 Syllabus - Student Electronic Signature" if you choose to electronically sign.

Guardians, please complete the "Mr. Kern's ELA 8 Syllabus - Guardian Electronic Signature" if you choose to electronically sign.

1. Select your level (you are choosing one, or you will read the same article at three different levels)

SUPPORT: If you have never made annotations before or struggled with CATCH annotating in the past. If you select this level, I strongly advise you to attend my PAWS session on Wednesday.

BENCHMARK: This is where most students should at least attempt to start.

HONORS: This is for students who want to challenge themselves!

2. Open the document
3. Select “File” in the upper left
4. Click “Make a copy”
5. Rename your copy to include your first and last-name
6. Follow the instructions
7. Submit here once you have highlighted and created fifteen (15) comments as your CATCH annotations