Friday, February 27th

Lesson Objectives - Students will practice their understanding of the Unit 12 Vocabulary words with a brief sentence share activity.  With the aid of the Common Core Assessment Workbook, they will then engage in close reading strategies that will help review examples of argumentative writing. This is a three step process that will help them practice for upcoming assessments.

• Thursday/Monday - Students will analyze argumentative writing models.
• Today - They will practice using this model in their own writing.
• And Finally - They will perform the skills needed to develop and publish a working model.

Homework - The February Reader Response Sheet, their 3MP Interim Student Detail Report, and their Performance Task Reflection are all due on Monday
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).

Thursday, February 26th

Lesson Objectives - Students will complete their Performance Task Reflection form in order to get a few points returned to their score. With the aid of the Common Core Assessment Workbook, they will then engage in close reading strategies that will help review examples of argumentative writing. This is a three step process that will help them practice for upcoming assessments.

• Thursday/Monday - Students will analyze argumentative writing models.
• Today - They will practice using this model in their own writing.
• And Finally - They will perform the skills needed to develop and publish a working model.

Homework - The February Reader Response Sheet is due tomorrow.  Students are to get their 3MP Interim Student Detail Report signed and returned my Monday.

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, February 24th

            This is the 600th Post in Swaintopia!
Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 12. With the aid of the Common Core Assessment Workbook, they will then engage in close reading strategies that will help review examples of argumentative writing. This is a three step process that will help them practice for upcoming assessments.

• Thursday/Monday - Students will analyze argumentative writing models.
• Today - They will practice using this model in their own writing.
• And Finally - They will perform the skills needed to develop and publish a working model.

Homework - Students are to bring their completed Flash Cards to class tomorrow.  They should continue reading their book for the February Reader Response Sheet.

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).

Monday, February 23rd

Lesson Objectives - Students will complete with word sort for Vocabulary Unit 12.  With the aid of the Common Core Assessment Workbook, they will then engage in close reading strategies that will help review examples of argumentative writing. This is a three step process that will help them practice for upcoming assessments.

• Thursday - Students will analyze argumentative writing models.
• Today - They will practice using this model in their own writing.
• And Finally - They will perform the skills needed to develop and publish a working model.

Homework - Students are to continue reading their book for the February Reader Response Sheet.

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).

Thursday, February 19th

Lesson Objectives - With the aid of the Common Core Assessment Workbook, students will engage in close reading strategies that will help review examples of argumentative writing.  This is a three step process that will help them practice for upcoming assessments.

• Today - Students will analyze argumentative writing models.
• Next - They will practice using this model in their own writing.
• And Finally - They will perform the skills needed to develop and publish a working model.

Homework - Class Work pages 1-5 and Fredrick Douglass quiz corrections are due tomorrow at the beginning of class.

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, February 18th

Lesson Objectives - Students will review their close reading of "Civil War Journal." With groups, they will find 'Notes with Quotes" that will help them individually complete the text-based response quiz question.
Homework - Students should continue reading their Reader Response book for February.  The signed Student Detail Report is due tomorrow.
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).

Thursday, February 12th

Lesson Objectives - Students will make quiz corrections (if needed) to the Fredrick Douglass quiz. They will then begin the next story, "Civil War Journal." Students will use close reading strategies to examine the techniques used by the author.
Homework - Students should get their Student Detail Report signed by Wednesday, 2/18.  Continue reading February's RRS book.
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, February 11th

Lesson Objectives - Students will take their quiz on the Harriet Tubman story.   They will then begin the next story, "Civil War Journal."  Students will use close reading strategies to examine the techniques used by the author.
Homework - Students should make sure Class Work Pages 1-5 are fully completed and returned to their folder tomorrow.
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, February 10th

Lesson Objectives - Students will make corrections for the Unit 11 Vocabulary Quiz.  They will them analyze the author's use of characterization in telling Harriet Tubman's story.   Students will use close reading strategies to examine the techniques used by the author as well.  Finally, they will determine if she will be included in their upcoming Performance Task.
Homework - Students should prepare for tomorrow's Quiz on "Harriet Tubman."
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).

Monday, February 9th

Lesson Objectives - Students review their Unit 11 Vocabulary words before they take their quiz.  They will continue reading "Harriet Tubman: Conductor of the Underground Railroad" and will determine if she will be included in their upcoming Performance Task.
Homework - Students should continue reading their Reader Response book for February.
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).

Thursday, February 5th

Lesson Objectives - Students will finish their text-based response quiz from "My Friend Douglass." They will then practice the effective methods of using quotations when writing dialogue and documenting the words of others.  Students will begin reading "Harriet Tubman: Conductor of the Underground Railroad" and will determine if she will be included in their upcoming Performance Task.
Homework - Students should continue reading their Reader Response book for February.
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, February 4th

Lesson Objectives - Students will create and share graphic representations of the vocabulary words from Unit 11.  They will then finish their close reading of "My Friend Douglass."  With groups, they will find 'Notes with Quotes" that will help them individually complete the text-based response quiz question.
Homework - Students should continue reading their Reader Response book for February.
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, February 3rd

Lesson Objectives - Students will continue their work in Vocabulary Unit 11 by completing their sentence share.  After a review of the concepts related to biographies/autobiographies, they will then continue their analysis of Fredrick Douglass' role in the freedom of slaves in order to prepare for their visual presentation related to the upcoming performance task. 
Homework - Students should start reading their Reader Response book for the month of February.

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).