Thursday, December 17th

Lesson Objectives - Students will complete their Graphic Representations for the words from Vocabulary Unit 8.  They will then continue working in their Common Core Assessment workbooks.  Here, students will complete a rough draft of the argumentative essay model.
Homework - Students are to continue reading their book for December's Readers Response Sheet, due January 4th.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Monday, December 14th

Lesson Objectives - Students will start their Word Sort for Vocabulary Unit 8.  They will then continue working in their Common Core Assessment workbooks.  Here, students will practice researching information to use in an argumentative essay.
Homework - Students are to continue reading their book for December's Readers Response Sheet, due January 4th.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Friday, December 11th

Lesson Objectives - Students will submit their final drafts of their Literary Review of the horror genre for their Collection 2 - Performance Task B.  They will then begin working in their Common Core Assessment workbooks.  Here, students will practice researching information to use in an argumentative essay.
Homework - Students are to continue reading their book for December's Readers Response Sheet, due January 4th.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Thursday, December 10th

Lesson Objectives - Students will peer edit their rough drafts of their Literary Review of the horror genre for their Collection 2 - Performance Task B.  When they finish, they will make any necessary adjustments for the final draft that is due at the end of class.
Homework - Students are to continue reading their book for December's Readers Response Sheet, due January 4th.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Tuesday, December 8th

Lesson Objectives - Students will continue to write the rough draft of their Literary Review of the horror genre for their Collection 2 Performance Task.  When they finish, they will peer edit each other's work and make any necessary adjustments for the final draft. 
Homework - Students are to begin looking for their December Readers Response Sheet, due January 4th.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Friday, December 4th

Lesson Objectives - Students will decide which sources to use for their Performance Task #2.  They will decide which form they will use to compose their essay and develop their thesis statement. Once approved, students will begin writing their introduction.
Homework - Quiz corrections for "The Monkey's Paw" are due on Monday.  Their Vocabulary Unit 7 quiz is on that day as well.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Thursday, December 3rd

Lesson Objectives - Students will first create their graphic representations of the Unit 7 Vocabulary words.  They will then complete test corrections for "The Monkey's Paw." After brainstorming a list of the factors that make the horror genre a popular literary style, students will begin to evaluate the sources in Collection #2.  Finally, they will decide which sources to use for their Performance Task #2.
Homework - Quiz corrections for "The Monkey's Paw" are due on Monday.  Their Vocabulary Unit 7 quiz is on that day as well.
CCSS -

• CCSS.ELA-Literacy.W.8.2.a - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
• CCSS.ELA-Literacy.W.8.2.b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
• CCSS.ELA-Literacy.W.8.2.c - Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
• CCSS.ELA-Literacy.W.8.2.d - Use precise language and domain-specific vocabulary to inform about or explain the topic.
• CCSS.ELA-Literacy.W.8.2.e - Establish and maintain a formal style.
• CCSS.ELA-Literacy.W.8.2.f - Provide a concluding statement or section that follows from and supports the information or explanation presented.

Wednesday, December 2nd

Lesson Objectives - Students will create their Sentence Share for Vocabulary Unit 7.  They will continue their analysis of "Man Made Monsters," a look into the possible cultural influences that inspired Mary Shelley to write "Frankenstein."   They will continue their study of the literary style with the essay, "What is the Horror Genre?"
Homework - Tomorrow is the last day to submit quiz corrections for "The Tell-Tale Heart" Quiz  
CCSS -

• CCSS.ELA-Literacy.RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
• CCSS.ELA-Literacy.RI.8.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
•  CCSS.ELA-Literacy.RI.8.5 - Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
• CCSS.ELA-Literacy.RI.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Tuesday, December 1st

Lesson Objectives - Students will create their flash cards for Vocabulary Unit 7.  They will continue their study of the poem "Frankenstein" as well as the foundation of Mary Shelley's creation of the character.  
Homework - November's Reader Response Sheet and the Close Reader books will be collected tomorrow.  Test Corrections for "The Tell-Tale Heart" are due on Thursday.  
CCSS -

•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.W.8.3.b - Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. 
• CCSS.ELA-Literacy.W.8.3.d - Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Monday, November 30th

Lesson Objectives - Students will complete their Word Sort for Vocabulary Unit 7.  They will then complete test corrections for "The Tell-Tale Heart."  Students will begin their study of the poem "Frankenstein" as well as the foundation of Mary Shelley's creation of the character.
Homework - Test Corrections for "The Tell-Tale Heart" and November's Reader Response Sheet are due by Wednesday, December 2nd
CCSS -

•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.W.8.3.b - Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. 
• CCSS.ELA-Literacy.W.8.3.d - Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Tuesday, November 24th

Lesson Objectives - Students will continue to make changes to the story "Golden Glass" by adding elements of the horror genre (theme, tone, setting, foreshadowing).  They will share these in class using an interview format.
Homework - Students are to continue working on November's Reader Response Sheet.
CCSS -

•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.W.8.3.b - Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. 
• CCSS.ELA-Literacy.W.8.3.d - Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Monday, November 23rd

Lesson Objectives - After grading the Vocabulary Unit 6 quiz, student will return to the short story "Golden Glass."  Students will make changes to the story by adding elements of the horror genre (theme, tone, setting, foreshadowing).  They will share these in class tomorrow.
Homework - Class Work Pages 1-6 are due and the Close Reader book check is tomorrow.
CCSS -

•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.W.8.3.b - Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
• CCSS.ELA-Literacy.W.8.3.d - Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  
  
   

Wednesday, November 18th

Lesson Objectives - Students will complete their Graphic Representations for Vocabulary Unit 6.  They will then compare and contrast the text and film versions of "The Monkey's Paw."  After a tutorial on theme, students will apply this concept to this story and the previous ones in this collection.  Students will then create storyboards that will help them explain the theme for the story they choose.
Homework - Students will have their quiz on both the text and film versions of "The Monkey's Paw" tomorrow.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 
• CCSS.ELA-Literacy.RL.8.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Tuesday, November 17th

Lesson Objectives - Students will complete their Sentence Share for Vocabulary Unit 6.  They will then compare and contrast the text and film versions of "The Monkey's Paw."
Homework - Students are to continue reading their books for November's Reader Response Sheet.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 
• CCSS.ELA-Literacy.RL.8.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Monday, November 16th

Lesson Objectives - Students will complete their Flash Cards for Vocabulary Unit 6.  They will then continue to analyze "The Monkey's Paw" after they review the concept of foreshadowing.
Homework - Students are to continue reading their books for November's Reader Response Sheet.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Friday, November 13th

Lesson Objectives - Students will complete their Word Sort for Vocabulary Unit 6.  They will then continue to analyze "Scary Tales," an argumentative essay by Jackie Torrence.  Finally, students will begin to read the following story "The Monkey's Paw" after they review the concept of foreshadowing.
Homework - Students are to continue reading their books for November's Reader Response Sheet.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Thursday, November 12th

Lesson Objectives - After grading their Vocabulary Unit 5 quiz, students will finish their "Notes with Quotes" quiz for the "The Outsider."  They will then analyze the structure of an argumentative essay before they read and examine "Scary Tales," an essay by Jackie Torrence.
Homework - Students are to continue reading their books for November's Reader Response Sheet.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text

Tuesday, November 10th

Lesson Objectives - After taking their Vocabulary Unit 5 quiz, students will continue the next story, 'The Outsider," in their Close Readers.  They will continue to make annotations in their text to prove their understanding of the material.  In groups, students will begin their "Notes with Quotes" quiz for the story.
Homework - Students are to continue reading their books for November's Reader Response Sheet.
CCSS -

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Monday, November 9th

Lesson Objectives - Students will begin the next story, 'The Outsider," in their Close Readers.  They will make annotations in their text to prove their understanding of the material.
Homework - Students will have their Vocabulary Unit 5 quiz tomorrow.  They should bring their Flash Cards to class.
CCSS -

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Thursday, November 5th

Lesson Objectives - Students will complete their graphic representations for the Vocabulary Unit 5 words.  They will then evaluate the literary plot conventions seen in "The Tell Tale Heart."  Students will cite text evidence to support their ideas.  Homework - Parents are to sign the Student Detail Report and have it returned by Monday.  The quiz on "The Tell-Tale Heart" is tomorrow.  Students are to begin planning their essay response. CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Wednesday, November 4th

Lesson Objectives - Students will complete their sentence share for the Vocabulary Unit 5 words.  They will then evaluate the accuracy of the narrator of "The Tell Tale Heart."in telling his story.  Students will cite text evidence to support their ideas. 
Homework - Parents are to sign the Student Detail Report and have it returned by Monday.  Students are to continue looking for the November RRS book.  This book may also be used for the next Performance Task.
CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Tuesday, November 3rd

Lesson Objectives - Students will complete their flash cards for the Vocabulary Unit 5 words.  They will then examine the elements of the horror genre and how they relate to "The Tell Tale Heart." Students will also evaluate the accuracy of the narrator in telling his story.
Homework - Students are to begin looking for the November RRS book.  This book may also be used for the next Performance Task.
CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Monday, November 2nd

Lesson Objectives - Students will complete the word sort for the Vocabulary Unit 5 words.  They will continue to read and translate Edgar Allen Poe's "The Raven".  Students will then examine the elements of the horror genre and how they relate to "The Tell Tale Heart."  Both stories may be used to complete their Literary Review at the end of the collection.
Homework - Students are to begin looking for the November RRS book.  This book may also be used for the next Performance Task.
CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Thursday, October 29th

Lesson Objectives - Students will complete their quiz for the Vocabulary Unit 4 words.  They will then read and translate Edgar Allen Poe's "The Raven".  Students will then examine the elements of the horror genre and how they relate to "The Tell Tale Heart."  Both stories may be used to complete their Literary Review at the end of the collection. 
Homework - The last day to submit the Reader Response Sheet for October is on Monday, November 2nd.
CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Wednesday, October 28th

Lesson Objectives - In small groups, students will complete their graphic representations for the Vocabulary Unit 4 words.  They will then complete corrections for "The Latehomecomer" quiz.  Students will then read and translate Edgar Allen Poe's "The Raven".  This poem may be used to complete their Literary Review at the end of the collection.   
Homework - The Reader Response Sheet for October is due tomorrow.  Students will have their Vocabulary Unit 4 quiz as well.
CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Tuesday, October 27th

Lesson Objectives - In small groups, students will complete their sentence share for Vocabulary Unit 4.  They will then complete corrections for "The Latehomecomer" quiz.  Students will then preview Collection 2 and the related Performance Task, the Literary Review.  Homework - The Reader Response Sheet for October is due at the end of the week.  
CCSS - 

• CCSS.ELA-Literacy.RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
• CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Friday, October 23rd

Lesson Objectives - With the aid of the Peer Editing form, the students will finish editing their rough drafts for the Expository Essay Performance Task.  They will then continue writing their final drafts.  Both drafts are due today at the end of class.  
Homework - Any student who is still working on the essay must complete it for homework tonight.  October's Reader Response Sheet is due at the end of next week.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
•  CCSS.ELA-Literacy.W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Thursday, October 22nd

Lesson Objectives - With the aid of the Peer Editing form, the students will finish editing their rough drafts for the Expository Essay Performance Task.  They will then begin writing their final drafts.  Both drafts are due today at the end of class.  
Homework - Any student who is still working on the essay must complete it for homework tonight.  October's Reader Response Sheet is due at the end of next week.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
•  CCSS.ELA-Literacy.W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Wednesday, October 21st

Lesson Objectives - Students will finish writing the rough drafts for the Expository Essay Performance Task.  They will then complete the Peer Editing form in order to give/receive feedback about their writing.  Rough and final drafts are due on Thursday at the end of class.
Homework - October's Reader Response Sheet is due at the end of next week.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
•  CCSS.ELA-Literacy.W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Tuesday, October 20th

Lesson Objectives - Students will make their flash cards for Vocabulary Unit 4.  They will then continue writing the rough drafts for the Expository Essay Performance Task.  Rough and final drafts are due on Thursday at the end of class.
Homework - October's Reader Response Sheet is due at the end of next week.
CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
•  CCSS.ELA-Literacy.W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Monday, October 19th

Lesson Objectives - Students will complete their word sort for Vocabulary Unit 4.  They will then begin the process of completing their upcoming Performance Task Essay by evaluating and deciding with sources to use.  Both rough and final drafts are due by the end of class on Thursday, October 22^nd. 

Homework – The Close Reader book check (pages 9-18) along with Class Work pages 7-12 is tomorrow at the beginning of class.  Students are to continue reading their books for October's RRS.

CCSS -

• CCSS.ELA-Literacy.RL.8.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
•  CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text