Wednesday, September 30th

Lesson Objectives - Students will complete their graphic representations for their Unit 2 Vocabulary unit.  They will then begin their analysis of the next story, "A Place to Call Home."  Here they will find the main supporting ideas in order to determine the author's message.
Homework - Class Work Pages 1-?, sub packet are due on Friday.
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.8.5 - Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Tuesday, September 29th

Lesson Objectives - Students will complete their sentence samples for their Unit 2 Vocabulary unit.  They will then continue their analysis the next story, "Bonne Annee."  Here they will find the main supporting ideas in order to determine the author's message.
Homework - September's Reader Response Sheet is due 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.

Friday, September 25th

Lesson Objectives - Students will complete their word sort for their Unit 2 Vocabulary unit.  They will then continue their analysis the next story, "Bonne Annee."  Here they will begin to link ideas from other stories to "My Favorite Chaperone."
Homework - Students are to continue reading their book for September's Reader Response Sheet due next Wednesday.
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.

Thursday, September 24th

Lesson Objectives - Students make corrections for their Unit 1 Vocabulary quiz.  They will then begin the next story, "Bonne Annee."  Here they will begin to link ideas from other stories to "My Favorite Chaperone."
Homework - Students are to continue reading their book for September's Reader Response Sheet due next Wednesday.
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, September 22nd

Lesson Objectives -  Students will use information from the first story, "My Favorite Chaperone" in order to examine the plot from points of view of the other characters based on the characterizations given by the author.  After their presentations, they will take their quiz on the story.
Homework - Students are to continue reading their book for September's Reader Response Sheet due next Wednesday..
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.

Monday, September 21st

Lesson Objectives - Students will take their quiz for Vocabulary Unit 1.  They will then use information from the first story, "My Favorite Chaperone" in order to examine the plot from points of view of the other characters based on the characterizations given by the author.
Homework - Students will have their quiz on "My Favorite Chaperone" 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.8.3 - 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.

Thursday, September 17th

Lesson Objectives - Students will continue Vocabulary Unit 1 by creating their graphic representations in small groups.  They will then finish reading the first story, "My Favorite Chaperone."  They will practice taking notes about the author's use of characterization.
Homework - Students will have their quiz on Vocabulary Unit 1 tomorrow.  They will also to 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.

Wednesday, September 16th

Lesson Objectives - Students will continue Vocabulary Unit 1 by creating their sentence samples in small groups.  They will then continue reading the first story, "My Favorite Chaperone."  They will practice taking notes about the author's use of characterization.
Homework -  Students are to continue reading for September's Readers 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.

Tuesday, September 15th

Lesson Objectives - Students will continue Vocabulary Unit 1 by creating their flash cards.  They will then continue reading the first story, "My Favorite Chaperone."  They will practice taking notes about the author's use of characterization.
Homework -  Students are to continue reading for September's Readers 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.

Wednesday, September 9th

Lesson Objectives - Students will begin Vocabulary Unit 1.  They will then continue reading the first story, "My Favorite Chaperone."  They will practice taking notes about the author's use of characterization.
Homework -  Students are to select a book and begin reading for September's Readers 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.

Tuesday, September 8th

Lesson Objectives - Students will preview their new ELA textbooks with the aid of a scavenger hunt. They will then take a close look at Collection 1 and the Performance Task they will complete at the conclusion of the unit.  Students will begin reading the first story, "My Favorite Chaperone."  They will practice taking notes about the author's use of characterization.
Homework - Students are to select a book for their Readers Response Sheet for the month of September.
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.

Thursday, September 3rd

Lesson Objectives - Students will receive their class work folders.  All work done in class will go into these folders at the end of the period.  Students can take folder materials home if they need to study of finish assignments.  All work must be returned to their folder the following day.  Students will then practice the assigned grouping format.  They will brainstorm ways to positively handle common classroom conflicts.

Homework - Students are to have their signature page of the course outline returned by Tuesday, 9/8.

Wednesday, September 2nd

Lesson Objectives - In small groups, students will brainstorm and present examples of norms and expectations regarding to different settings in the school environment.

Homework - Students are to have their signature page of the course outline returned by Tuesday, 9/8.