Monday, March 30th

Lesson Objectives - Students will compose and share sample sentences using the Vocabulary Unit 14 words.  They will then evaluate argumentative articles concerning the path young people take in order to reach adulthood. 
Homework - Students are to continue working on their Performance Task presentation. The finished product is due on Thursday, April 2nd.

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.

 

 

Thursday, March 26th

Lesson Objectives - Students will continue their Vocabulary Unit 14 studies by making their flash cards.  They will then use their Close Reader to finish the short story, "The Whistle."  In groups, students will discuss the main ideas and brainstorm information that will help them complete their quiz.
Homework - Students are to continue working on their Performance Task presentation. The finished product is due on Thursday, April 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.8.2 - 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.8.4 - 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.

Wednesday, March 25th

Lesson Objectives - Students will start their Vocabulary Unit 14.  They will then preview the next unit, Collection 4 - Approaching Adulthood.  Students will discuss what skills are needed to prepare for the completion of the following Performance Task.  They will then use their Close Reader to begin the short story, "The Whistle."
Homework - Students are to continue working on their Performance Task presentation. The finished product is due on Thursday, April 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.8.2 - 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.8.4 - 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.

Monday, March 23rd

Lesson Objectives - Students will make corrections on the Vocabulary Unit 13 quiz. They will then practice internet research skills and begin to evaluate sources that will help them complete their upcoming Performance Task presentations.  Students will also review for tomorrow's quiz on "Bloody Times." 
Homework - Students will take their quiz on "Bloody Times" tomorrow.  Students should also continue researching the information they need to complete your Performance Task presentation. The finished product is due on Thursday, April 2nd.
CCSS -

• CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• CCSS.ELA-Literacy.W.8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
• CCSS.ELA-Literacy.W.8.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Friday, March 20th

Lesson Objectives - Students will take their Vocabulary Unit 13 quiz.  They will then practice internet research skills and begin to evaluate sources that will help them complete their upcoming Performance Task presentations.
Homework - Start researching the information you need to complete your Performance Task presentation.  The finished product is due on Thursday, April 2nd.
CCSS -

• CCSS.ELA-Literacy.W.8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• CCSS.ELA-Literacy.W.8.8 - Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
• CCSS.ELA-Literacy.W.8.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Thursday, March 19th

Lesson Objectives - Students will create their graphic representations for Vocabulary Unit 13. They will then finish the next story "Bloody Times - The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis." Here they will begin comparing/contrasting the leadership styles of both men.
Homework - Students will have their Vocabulary Unit 13 Quiz tomorrow.  They are also supposed to start their Visual Presentation Performance Task.  Students received a packet with all the related details to complete the assignment.  The entire project is to be completed at home.  It is due on Thursday, April 2nd. 
CCSS -

• 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.W.8.3.c - Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
• 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.

Wednesday, March 18th

Lesson Objectives - Students will create their sentence examples for Vocabulary Unit 13. They will then continue the next story "Bloody Times - The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis." Here they will begin comparing/contrasting the leadership styles of both men.
Homework - While some students need to finish their work in the Common Core Assessment workbook, the rest can continue reading their Reader Response book for the March assignment.
CCSS -

• 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.W.8.3.c - Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
• 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.

Monday, March 16th

Lesson Objectives - Students will create their flash cards Vocabulary Unit 13. They will then continue the next story "Bloody Times - The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis." Here they will begin comparing/contrasting the leadership styles of both men.
Homework - While some students need to finish their work in the Common Core Assessment workbook, the rest can continue reading their Reader Response book for the March assignment.
CCSS -

• 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.W.8.3.c - Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
• 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.

Friday, March 13th

Lesson Objectives - Students will start Vocabulary Unit 13.  They will then discuss in their group how they might organize a compare/contrast writing assignment.  They can adjust their outline after seeing a digital presentation about the topic.  Students will then start the next story "Bloody Times - The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis."  Here they will begin comparing/contrasting the leadership styles of both men.    
Homework - While some students need to finish their work in the Common Core Assessment workbook, the rest can continue reading their Reader Response book for the March assignment. 
CCSS -

• 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.W.8.3.c - Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
• 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, March 3rd

Lesson Objectives - Students will practice their understanding of the Unit 12 Vocabulary words with a graphic representation 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.

• Last Week - 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 - Prepare for tomorrow's Unit 12 Vocabulary quiz.  Have Flash Cards ready to be graded.
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).