Friday, January 30th

Lesson Objectives - Students will continue their work in Vocabulary Unit 11 by making their flash cards. They will then continue their analysis of the Autobiography of Fredrick Douglass and his role in the freedom of slaves in order to prepare for their visual presentation related to the upcoming performance task.  Students will also use various media sources to understand the impact Fredrick Douglass had on public opinion regarding slavery.
Homework - January's Reader Response is due on Monday at the latest.

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.8.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
 

Thursday, January 29th

Lesson Objectives - Students will start Vocabulary Unit 11. They will then continue their analysis of the Autobiography of Fredrick Douglass and his role in the freedom of slaves in order to prepare for their visual presentation related to the upcoming performance task.
Homework - January's Reader Response is due on Friday.

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).

Wednesday, January 28th

Lesson Objectives - Students will submit their recently completed Performance Task.  They will then preview the upcoming Performance Task at the end of the next Collection and the skills required for its successful completion.  Students will start their analysis of the Autobiography of Fredrick Douglass and his role in the freedom of slaves.
Homework - Continue reading January's Reader Response book.  Signed Student Detail Reports are due on Wednesday

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).

Tuesday, January 27th

Lesson Objectives - Students have developed their own outlines to an argumentative essay based on their individual interests. They will present these claims and their supports to the class for evaluation. They will then begin their Performance Task: The Argumentative essay.

1. Wednesday: Prewriting and planning
2. Yesterday: Start writing the rough draft
3. Friday: Continue writing the rough draft
4. Monday: Finish writing rough draft
5. Tuesday: Finalize peer editing process and write final draft

Homework - Continue reading January's Reader Response book. Signed Student Detail Reports are due on Wednesday

CCSS -

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Monday, January 26th

Lesson Objectives - Students have developed their own outlines to an argumentative essay based on their individual interests. They will present these claims and their supports to the class for evaluation. They will then begin their Performance Task: The Argumentative essay.

1. Wednesday: Prewriting and planning
2. Yesterday: Start writing the rough draft
3. Friday: Continue writing the rough draft
4. TODAY: Finalize peer editing process and write final draft
5. Tuesday: Submit final copy

Homework - Continue reading January's Reader Response book.  Signed Student Detail Reports are due on Wednesday

CCSS -

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Friday, January 23rd

Lesson Objectives - Students have developed their own outlines to an argumentative essay based on their individual interests. They will present these claims and their supports to the class for evaluation. They will then begin their Performance Task: The Argumentative essay.

1. Wednesday: Prewriting and planning
2. Yesterday: Start writing the rough draft
3. TODAY: Continue writing the rough draft
4. Monday: Finalize peer editing process and write final draft
5. Tuesday: Submit final copy

Homework - Continue reading January's Reader Response book.
CCSS -

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Thursday, January 22nd

Lesson Objectives - Students have developed their own outlines to an argumentative essay based on their individual interests. They will present these claims and their supports to the class for evaluation. They will then begin their Performance Task: The Argumentative essay.

1. Yesterday: Prewriting and planning
2. TODAY: Start writing the rough draft
3. Friday: Continue writing the rough draft
4. Monday: Finalize peer editing process and write final draft
5. Tuesday: Submit final copy

Homework - Continue reading January's Reader Response book.
CCSS -

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Wednesday, January 21st

Lesson Objectives - Students have developed their own outlines to an argumentative essay based on their individual interests. They will present these claims and their supports to the class for evaluation.  They will then begin their Performance Task: The Argumentative essay.

1. Today: Prewriting and planning
2. Thursday: Start writing the rough draft
3. Friday: Continue writing the rough draft
4. Monday: Finalize peer editing process and write final draft
5. Tuesday: Submit final copy

Homework - Continue reading January's Reader Response book.
CCSS -

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.W.8.1.a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-Literacy.W.8.1.b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Friday, January 9th

Lesson Objectives - Students will individually read the essays "Kids Need Jobs, Not Just Cash" and "Teens at Work." They will then apply the ideas of argument, claims, evidence, and counterargument to these samples. Students will then develop their own outlines to an argumentative essay based on their individual interests.
Homework - Begin reading January's Reader Response book.

CCSS -

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.
• 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.

Wednesday, January 7th

Lesson Objectives - Students will individually read the essays "Kids Need Jobs, Not Just Cash" and "Teens at Work."  They will then apply the ideas of argument, claims, evidence, and counterargument to these samples.  Students will then develop their own outlines to an argumentative essay based on their individual interests.

Homework - Begin reading January's Reader Response book.

CCSS -

 

• CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
• 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.
• 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.

 

Tuesday, January 6th

Lesson Objectives - Students will review the story "The Real McCoy."  They will then meet with their partner in order to deconstruct the main ideas using close reading questions.  After regrouping, students will collaborate and share their findings.  Students will then compose individual responses based on their research and text evidence.
Homework - Begin reading January's Reader Response book.
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.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Monday, January 5th

Lesson Objectives - After a brief review of the stories from this collection from before the break, students will continue with the next story, "The Real McCoy, "by Jim Haskins. Here, they will evaluate the effectiveness of the author's arguments as well as the main themes. They will determine which (if any) arguments they might use in the upcoming Performance Task.
Homework - Students are to submit their December Reader Response Sheet no later than 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.