ELA 8TH GRADE (Q2) Week 8: Dec. 7-11, 2020 - Wrschool
Name: Teacher: HAVEN SANDOVAL PRICE ELA 8TH GRADE (Q2) Week 8: Dec. 7-11, 2020 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE Read the Text - Annotate ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE Read the Text Comprehension Check CONCEPT VOCABULARY Vocabulary Worksheet ANALYZE CRAFT AND STRUCTURE Author’s Purpose and Point of View ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE Selection Test When you complete the packet, you may return it with any of the following options: 1. Scan each page and send it to your teacher’s email address. 2. Drop off the packet at the TMS front office. 3. Return it to the bus driver on the following Monday and pick up a new packet. If you have any questions about these assignments, please email your teacher or call TMS at 928-729-6811. Mrs. Haven dhaven@wrschool.net Ms. Price raphaelp@wrschool.net Ms. Sandoval marcellas@wrschool.net
8 NOTES Use a dictionary or thesaurus or indicate another strategy you used that helped you determine meaning. humiliation (hyoo mihl ee AY shuhn) n. MEANING: Acceptance Speech for the Nobel Peace Prize Elie Wiesel persecuted (PUR suh kyoo tihd) v. 9 MEANING: BACKGROUND Elie Wiesel wrote more than sixty books, many of which are about his experiences in the Buchenwald and Auschwitz concentration camps. He was honored with a Nobel Peace Prize in 1986 for his commitment to serving people around the world who have been persecuted or currently face persecution. 1 2 Copyright SAVVAS Learning Company LLC. All Rights Reserved. 3 4 5 6 7 I t is with a profound sense of humility that I accept the honor you have chosen to bestow upon me. I know: Your choice transcends me. This both frightens and pleases me. It frightens me because I wonder: Do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? . . . I do not. That would be presumptuous. No one may speak for the dead, no one may interpret their mutilated dreams and visions. It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified. I remember: It happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed. I remember: He asked his father, “Can this be true?” This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent? And now the boy is turning to me: “Tell me,” he asks. “What have you done with my future? What have you done with your life?” And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices. SCAN FOR MULTIMEDIA traumatized (TRAW muh tyzd) adj. MEANING: NOTES 10 11 1. Apartheid n. social policy in South Africa from 1950 to 1994 that separated the country’s white and nonwhite populations, creating discrimination against the nonwhites. 2. Andrei Sakharov (1921–1989) nuclear physicist and human-rights activist who was banished from the Soviet Union for criticizing the government. 3. Josef Biegun Jewish man who was imprisoned and murdered during the Holocaust. 4. Lech Wałęsa (b. 1943) labor activist who helped form and led Poland’s first independent trade union, Solidarity, despite opposition from the Polish government. 5. Nelson Mandela (1918–2013) leader of the struggle to end apartheid in South Africa; he had been sentenced to life in prison at the time of this speech. 6. Palestinians reference to the violent conflict between Palestinian Arabs and Israeli Jews, who have been fighting to claim the same territory. Acceptance Speech for the Nobel Peace Prize 223 LIT17 SE08 U02 B2 SG.indd 223 And then I explained to him how naive we were, that the world did know and remain silent. And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men or women are persecuted because of their race, religion, or political views, that place must—at that moment—become the center of the universe. Of course, since I am a Jew profoundly rooted in my people’s memory and tradition, my first response is to Jewish fears, Jewish needs, Jewish crises. For I belong to a traumatized generation, one that experienced the abandonment and solitude of our people. It would be unnatural for me not to make Jewish priorities my own: Israel, Soviet Jewry, Jews in Arab lands . . . But there are others as important to me. Apartheid1 is, in my view, as abhorrent as anti-Semitism. To me, Andrei Sakharov’s2 isolation is as much of a disgrace as Josef Biegun’s3 imprisonment. As is the denial of Solidarity and its leader Lech Wałęsa’s4 right to dissent. And Nelson Mandela’s5 interminable imprisonment. There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, and political persecution, writers and poets, prisoners in so many lands governed by the Left and by the Right. Human rights are being violated on every continent. More people are oppressed than free. And then, too, there are the Palestinians6 to whose plight I am sensitive but whose methods I deplore. Violence and terrorism are not the answer. Something must be done about their suffering, and soon. I trust Israel, for I have faith in the Jewish people. Let Israel be given a chance, let hatred and danger be removed from her horizons, and there will be peace in and around the Holy Land. Yes, I have faith. Faith in God and even in His creation. Without it no action would be possible. And action is the only remedy to indifference: the most insidious danger of all. Isn’t this the meaning of Alfred Nobel’s legacy? Wasn’t his fear of war a shield against war? 31/10/19 8:23 PM Copyright SAVVAS Learning Company LLC. All Rights Reserved. SPEECH 224 UNIT 2 The Holocaust LIT17 SE08 U02 B2 SG.indd 224 31/10
12 13 14 There is much to be done, there is much that can be done. One person—a Raoul Wallenberg,7 an Albert Schweitzer,8 one person of integrity—can make a difference, a difference of life and death. As long as one dissident9 is in prison, our freedom will not be true. As long as one child is hungry, our lives will be filled with anguish and shame. What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs. This is what I say to the young Jewish boy wondering what I have done with his years. It is in his name that I speak to you and that I express to you my deepest gratitude. No one is as capable of gratitude as one who has emerged from the kingdom of night. We know that every moment is a moment of grace, every hour an offering; not to share them would mean to betray them. Our lives no longer belong to us alone; they belong to all those who need us desperately. Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you, people of Norway, for declaring on this singular occasion that our survival has meaning for mankind. NOTES 7. Raoul Wallenberg (1912–1947?) Swedish diplomat in Hungary who saved tens of thousands of Jews during the Holocaust by issuing passports and providing shelter. 8. Albert Schweitzer (1875–1965) Alsatian doctor known for his important contributions in many fields, such as philosophy, religion, music, and medicine. 9. dissident n. person who disagrees with an official religious or political system. Comprehension Check Copyright SAVVAS Learning Company LLC. All Rights Reserved. Complete the following items after you finish your first read. Review and clarify details with your group. Notebook Respond to the questions. 1. Upon accepting the honor of the Nobel Peace Prize, what two emotions does Elie Wiesel have? 2. According to Weisel, what is the biggest threat to freedom? 3. Confirm your understanding of the speech by writing a summary of the author’s main points. RESEARCH Research to Explore Choose one historical figure mentioned in the speech whom you would like to know more about. Briefly research that person. How does knowing more about this person help you better understand the points Wiesel makes? Acceptance Speech for the Nobel Peace Prize 225 LIT17 SE08 U02 B2 SG.indd 225 31/10/19 8:23 PM
Name: Date: Acceptance Speech for the Nobel Peace Prize Elie Wiesel WORD LIST humiliation persecuted traumatized A. DIRECTIONS: In each of the following items, think about the meaning of the italicized word or phrase, and then answer the question. 1. Would you be experiencing humiliation if someone made you feel ashamed and foolish? Explain. 2. A persecuted person is someone who has faced hostility because of their race, religion, or political beliefs. True or false? Explain. 3. If you caught a butterfly on your finger would you say that you were traumatized by that event? Explain. B. WORD STUDY: Many English words are formed by combining word parts such as root words, prefixes, and suffixes. For instance, several words can be formed from the word compute by adding different suffixes, for example, computer, computation, computing. Below, identify three words that can be formed by adding a suffix or suffixes to the Greek root word trauma. 1. 2. 3. Copyright Savvas Learning Company LLC. All Rights Reserved. Savvas is not responsible for any modifications made by end users to the content posted in its original format.
RETEACH Name: Date: AUTHOR’S PURPOSE AND POINT OF VIEW An author’s purpose is his or her reason for writing. The most common reasons for writing are to inform, to persuade, and to entertain. To determine an author’s purpose, notice the types of details included in the work. Writers may use facts and statistics to inform or persuade. They may use stories about personal experiences to inform or entertain. Often, authors will have more than one purpose. An author’s point of view is his or her perspective on a topic. It is shaped by the author’s knowledge, beliefs, and experiences. Sometimes, an author states his or her point of view directly. Often, however, readers must use evidence in the text to inferences, or educated guesses to establish the author’s point of view. DIRECTIONS: Read the passage below. Then, answer the questions that follow. It was a beautiful day. I had put on my helmet, hopped on my bike, and headed to a desert bike path near my house for a low-key bike ride. I was peddling along and enjoying my ride when suddenly I heard a loud, hissing sound. I thought, Oh, no; it’s a snake! Pedal faster and get away from it! Soon after, I noticed that my bike seemed unstable and the ride was getting rough. Then I looked down and saw that my rear tire was almost flat. That was the hissing sound I heard. There was no snake after all—just an nearly flat tire, a ruined bike ride, and a long walk home. 1. Is the author’s purpose to inform, to persuade, or to entertain? Explain your answer. 2. Write one detail from the passage that supports your response to question 1. 3. What is the author’s point of view on how his or her bike ride turned out? 1 Copyright Savvas Learning Company LLC. All Rights Reserved. Savvas is not responsible for any modifications made by end users to the content posted in its original format.
PRACTICE Name: Date: AUTHOR’S PURPOSE AND POINT OF VIEW A. DIRECTIONS: Read the passage below. Then, answer the questions that follow. Wherever and whenever you ride your bicycle, you should wear a helmet. You may not know it, but statistics show that a bike rider can expect to crash at least once for every 4,500 miles they ride. Your bicycle helmet can protect you. Don’t go biking without it! 1. Is the author’s purpose to entertain, to inform, or to persuade? 2. What detail does the author include in the passage that support the author’s purpose? B. DIRECTIONS: Read the passages below. Then, answer the questions that follow. 1. In an article about a new movie, a writer briefly describes the story, names the main actors and the director, and provides the movie’s rating. What is the author’s purpose? Explain your answer. 2. In an article about a movie, a writer explains the storyline in detail. He describes a confusing, slow-moving plot, actors who are not right for their roles, and dull background music. He ends with the line, “If you need to catch up on your sleep, this is the movie for you.” What is the author’s point of view about the movie? Explain your answer. 3. Another writer describes a movie in glowing terms—exciting story, great acting, terrific special effects. He ends his article with the line, “Don’t miss it!” What is the author’s purpose? Explain your answer. 2 Copyright Savvas Learning Company LLC. All Rights Reserved. Savvas is not responsible for any modifications made by end users to the content posted in its original format.
Name: Date: “Acceptance Speech for the Nobel Peace Prize” Elie Wiesel Comprehension Identify the choice that best answers the question. FIRST READ: 1. In his “Acceptance Speech for the Nobel Peace Prize,” Elie Wiesel states that receiving the prize “both frightens and pleases me.” Why does he feel frightened? He believes that the honor should go to all Jewish people. b. He thinks that other activists are more deserving of the honor. c. He believes that he does not have the right to represent or speak for the dead. d. He worries that the honor will be forgotten, along with the horrors his people survived. a. 2. When Elie Wiesel refers to “the kingdom of night” in his “Acceptance Speech for the Nobel Peace Prize,” what is he describing? the unforgiving rule of the Middle Ages b. the persecution of the Jews during the Holocaust c. the incidence of injustice and suffering around the globe d. the ongoing conflict between the Palestinians and the Israelis a. 3. According to his “Acceptance Speech for the Nobel Peace Prize,” what motivated Wiesel to speak out for the oppressed and victimized? the realization that the world knew about the horrors of the Holocaust but said nothing b. the understanding that neutrality always supports the victim, not the oppressor c. a desire to encourage people to become activists to eliminate injustice d. a desire to teach people to appreciate each moment of the freedom they have a. by Savvas Learning Company LLC. All Rights Reserved. 1
GRADE 8 UNIT 2 SELECTION TEST “ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE” BY ELIE WIESEL Name: Date: 4. In his “Acceptance Speech for the Nobel Peace Prize,” the suffering of which people is as important to Elie Wiesel as the suffering of the Jews? Choose three options. Lech Walesa Alfred Nobel c. Nelson Mandela d. Albert Schweitzer e. Andrei Sakharov f. Raoul Wallenberg a. b. Concept Vocabulary Identify the choice that best answers the question. FIRST READ: 5. Which symptoms are most likely to appear in a person who has been traumatized? anxiety and racing heartbeat b. pain in the hands or feet c. loss of hearing d. swollen joints a. 6. Which event would most likely cause humiliation at a public event? receiving an unexpected award b. tripping on the way to the stage c. presenting a five-minute speech d. shaking hands with a new arrival a. 7. If an article states that members of a certain group are persecuted, what does the article mean? They are tried for their crimes. b. They are granted independence. c. They are treated cruelly or unfairly. d. They are brainwashed by the government. a. by Savvas Learning Company LLC. All Rights Reserved. 2
GRADE 8 UNIT 2 SELECTION TEST “ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE” BY ELIE WIESEL Name: Date: Analyze the Text Identify the choice that best answers the question. CLOSE READ: 8. The following question has two parts. Answer Part A first, and then Part B. Part A Read these sentences from “Acceptance Speech for the Nobel Peace Prize.” I remember: it happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment, I remember his anguish. It all happened so fast. . . . I remember: He asked his father, “Can this be true?” . . . And now the boy is turning to me. . . . Who is the “young Jewish boy”? Wiesel’s childhood friend b. Wiesel, when he was a child himself c. a boy in the audience of his acceptance speech d. a boy who knows Wiesel personally as an adult a. Part B Which group of words from the quotation in Part A best supports your answer to that question? I remember b. eternities ago c. kingdom of night d. He asked his father a. 9. Read these sentences from “Acceptance Speech for the Nobel Peace Prize.” What all these victims need above all is to know that they are not alone; that we are not forgetting them, that when their voices are stifled we shall lend them ours, that while their freedom depends on ours, the quality of our freedom depends on theirs. Which quotation from the speech gives the best example of what Wiesel means by “the quality of our freedom depends on theirs”? And action is the only remedy to indifference: the most insidious danger of all. b. Isn’t this the meaning of Alfred Nobel’s legacy? Wasn’t his fear of war a shield against war? c. One person—a Raoul Wallenberg, an Albert Schweitzer, one person of integrity, can make a difference, a difference of life and death. d. As long as one child is hungry, our lives will be filled with anguish and shame. a. by Savvas Learning Company LLC. All Rights Reserved. 3
GRADE 8 UNIT 2 SELECTION TEST “ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE” BY ELIE WIESEL Name: Date: 10. In his “Acceptance Speech for the Nobel Peace Prize,” Wiesel implies that silence, neutrality, and indifference are connected. Which sentence best describes that connection? Indifference and neutrality lead to inaction, or silence, which always supports the oppressor. b. Indifference, silence, and neutrality work together to encourage oppression and suffering. c. Silence allows people to reflect on their neutrality and move from indifference to action. d. People who remain silent are not merely neutral—they are indifferent and uncaring. a. 11. The following question has two parts. Answer Part A first, and then Part B. Part A What claim about the value of personal action does Wiesel make toward the end of “Acceptance Speech for the Nobel Peace Prize”? No one person may speak for the dead. One person can make a difference between life and death. c. Victims of hunger are as worthy as victims of persecution. d. Every continent contains examples of human rights violations. a. b. Part B What example does Wiesel give that best supports the claim in Part A? the example of his own father, of whom he asked, “Can this be true?” b. the example of Andrei Sakharov, who was banished from his homeland c. the example of Lech Walesa, who was denied the right to dissent in Poland d. the example of Raoul Wallenberg, who singlehandedly rescued thousands of Hungarian Jews a. by Savvas Learning Company LLC. All Rights Reserved. 4
GRADE 8 UNIT 2 SELECTION TEST “ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE” BY ELIE WIESEL Name: Date: Analyze Craft and Structure Identify the choice that best answers the question. CLOSE READ: 12. As expressed in his “Acceptance Speech for the Nobel Peace Prize,” what is Wiesel’s attitude toward the Palestinians? He thinks that they should be more understanding of oppressed people. b. He thinks they are too indifferent to the fate of those around them. c. He sympathizes with them but disapproves of their violent tactics. d. He wishes that they would follow the path of Nelson Mandela. a. 13. At one point in his “Acceptance Speech for the Nobel Peace Prize,” Elie Wiesel mentions Alfred Nobel, for whom the prize is named. What is the most likely reason for mentioning Nobel? to suggest that Nobel would have been a worthy recipient of the prize b. to connect the actions that Wiesel calls for to Nobel’s own actions c. to show how one freedom fighter might easily influence another d. to remind the audience why Wiesel has received the award a. 14. The following question has two parts. Answer Part A first, and then Part B. Part A Based on his words in “Acceptance Speech for the Nobel Peace Prize,” which sentence best expresses what Elie Wiesel thinks about people who have lived through a terrible oppression? He thinks that they owe other sufferers their attention. b. He thinks that they should be careful not to oppress others. c. He thinks that their anger and resentment are understandable. d. He thinks that they live under the burden of shattered dreams. a. Part B Which statement from “Acceptance Speech for the Nobel Peace Prize” best supports the answer to Part A? No one may speak for the dead, no one may interpret their mutilated dreams and visions. b. That I have tried to keep memory alive, that I have tried to fight those who would forget. c. For I belong to a traumatized generation, one that experienced the abandonment and solitude of our people. d. Our lives no longer belong to us alone; they belong to all those who need us desperately. a. by Savvas Learning Company LLC. All Rights Reserved. 5
GRADE 8 UNIT 2 SELECTION TEST “ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE” BY ELIE WIESEL Name: Date: Word Study Identify the choice that best answers the question. LANGUAGE DEVELOPMENT: 15. Which answer choice presents a word family with a common base word? fear, anxiety, nervousness b. transfer, transition, transcontinental c. happiness, hopelessness, carelessness d. tense, tension, tensed a. 16. The word indivisible means “unable to be separated into parts.” Based on this information and your knowledge of word families, choose the word that is most likely to be part of a word family with indivisible. difficult b. division c. diving d. divert a. Conventions Identify the choice that best answers the question. LANGUAGE DEVELOPMENT: 17. What is the future perfect verb in the following sentence? By 2020, he will have served as governor for two terms. will b. served c. have served d. will have served a. 18. Which of the following sentences contains a present perfect verb? This voting location will open at 7:00 A.M. b. Mrs. Alvarez is serving as an election inspector. c. She has assisted voters in District 2 for many years. d. This year, my cousin Deshawn will be voting for the first time. a. 19. What is the past perfect form of the verb to elect? elected b. had elected c. have elected d. will have elected a. by Savvas Learning Company LLC. All Rights Reserved. 6
GRADE 8 UNIT 2 SELECTION TEST “ACCEPTANCE SPEECH FOR THE NOBEL PEACE PRIZE” BY ELIE WIESEL Name: Date: 20. How is the present tense different from the present perfect tense? The present perfect tense refers to action that started in the past and continues into the present. b. The present perfect tense refers to action that started and ended in the recent past. c. The present perfect tense refers to action that may or may not happen. d. The present tense refers to repeated action that is going on right now. a. by Savvas Learning Company LLC. All Rights Reserved. 7
It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified. I remember: It happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment, I remember his anguish.
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
(prorated 13/week) week 1 & 2 156 week 3 130 week 4 117 week 5 104 week 6 91 week 7 78 week 8 65 week 9 52 week 10 39 week 11 26 week 12 13 17-WEEK SERIES* JOIN IN MEMBER PAYS (prorated 10.94/week) week 1 & 2 186.00 week 3 164.10 week 4 153.16 week 5 142.22 week 6 131.28 week 7 120.34
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
28 Solving and Graphing Inequalities 29 Function and Arrow Notation 8th Week 9th Week DECEMBER REVIEW TEST WEEK 7,8 and 9 10th Week OCTOBER 2nd Week 3rd Week REVIEW TEST WEEK 1,2 and 3 4th Week 5th Week NOVEMBER 6th Week REVIEW TEST WEEK 4,5 and 6 7th Week IMP 10TH GRADE MATH SCOPE AND SEQUENCE 1st Week
Week 3: Spotlight 21 Week 4 : Worksheet 22 Week 4: Spotlight 23 Week 5 : Worksheet 24 Week 5: Spotlight 25 Week 6 : Worksheet 26 Week 6: Spotlight 27 Week 7 : Worksheet 28 Week 7: Spotlight 29 Week 8 : Worksheet 30 Week 8: Spotlight 31 Week 9 : Worksheet 32 Week 9: Spotlight 33 Week 10 : Worksheet 34 Week 10: Spotlight 35 Week 11 : Worksheet 36 .
End of the Year Celebrations June 3rd: 8th Grade Breakfast (OLA Gym; 8:30 AM); Grades 1-4 Field Trip to the Bronx Zoo June 4th: 8th Grade Dinner-Dance (7 PM) June 5th: Altar Server/SCOLA Trip June 6th: 8th Grade Trip to Philadelphia June 7th: 8th Grade Honors (Morning Announcements, 8:05 AM); Graduation Mass (OLA Church 8:30 AM) June 8th: 8th Grade Graduation (OLA Church, 1 PM)
