Thursday, December 15th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 6.  They will then examine and evaluate a model of the argumentative essay.  Students will eventually organize and develop their own example of the argumentative essay style.
Homework - Keep reading for December's Reader Response Packet.
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 14th

Lesson Objectives - Students will complete a Graphic Representation activity for Vocabulary Unit 6.  They will then examine and evaluate a model of the argumentative essay.  Students will eventually organize and develop their own example of the argumentative essay style.
Homework - Flash cards are due before tomorrow's Unit 6 Vocabulary Quiz.
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 13th

Lesson Objectives - Students will complete a Sentence Share activity for Vocabulary Unit 6.  They will then examine and evaluate a model of the argumentative essay.  Students will eventually organize and develop their own example of the argumentative essay style.
Homework - Quiz corrections for "The Tell-Tale Heart" and "The Monkey's Paw" are due ASAP.
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 12th

Lesson Objectives - Students will work with a partner for peer editing before they write their final draft.
This is the timeline for the completion of the Performance Task:

• Tuesday - Evaluation of sources, planning, and thesis development
• Wednesday -Mining for supporting quotes, begin writing rough draft
• Thursday - Continue writing rough draft
• Friday - Continue writing rough draft, peer editing
• TODAY- Peer editing, writing of final draft

Homework - Quiz corrections for "The Monkey's Paw" are due ASAP.
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 9th

Lesson Objectives - Students will continue drafting their essay and work with a partner for peer editing.

This is the timeline for the completion of the Performance Task:

• Tuesday - Evaluation of sources, planning, and thesis development
• Wednesday -Mining for supporting quotes, begin writing rough draft
• Yesterday - Continue writing rough draft
• TODAY - Continue writing rough draft, peer editing
• Monday - Peer editing, writing of final draft

Homework - Quiz corrections for "The Monkey's Paw" are due ASAP.
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 8th

Lesson Objectives - Students will compose their thesis statement and begin drafting their essay.

This is the timeline for the completion of the Performance Task:

• Tuesday - Evaluation of sources, planning, and thesis development
• Yesterday -Mining for supporting quotes, begin writing rough draft
• TODAY - Continue writing rough draft
• Friday - Continue writing rough draft, peer editing
• Monday - Peer editing, writing of final draft

Homework - Quiz corrections for "The Monkey's Paw" are due ASAP.
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 7th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 6.  They will then begin planning the format of their essay and developing their thesis statement.  Students will also search their materials for supporting quotes to use in their essay.

This is the timeline for the completion of the Performance Task:

• Yesterday - Evaluation of sources, planning, and thesis development
• Today -Mining for supporting quotes, begin writing rough draft
• Thursday - Continue writing rough draft
• Friday - Continue writing rough draft, peer editing
• Monday - Peer editing, writing of final draft

Homework - Quiz corrections for "The Monkey's Paw" are due tomorrow.
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 6th

Lesson Objectives - Students will complete the Word Sort for Vocabulary Unit 6.  They will then evaluate all the stories and articles in Collection 2 and determine which will be used in the Performance Task.  Students will begin planning the format of their essay and developing their thesis statement.

This is the timeline for the completion of the Performance Task:

• Today - Evaluation of sources, planning, and thesis development
• Wednesday -Mining for supporting quotes, begin writing rough draft
• Thursday - Continue writing rough draft
• Friday - Continue writing rough draft, peer editing
• Monday - Peer editing, writing of final draft

Homework - The Close Reader Book Check is tomorrow.  Quiz corrections for "The Monkey's Paw" are due on Thursday.
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 2nd

Lesson Objectives - Students will use their Collections textbook to find usable quotes from the essay "What is the Horror Genre?" for the upcoming Performances Task.  They will then apply the concepts of foreshadowing, suspense, sensory details, and mood to the short story "Golden Glass" as they turn it into an example of the horror genre.  Groups will present their ideas to the class.
Homework - Quiz corrections for "The Tell-Tale Heart" are due by Monday.
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.8.6 - 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, December 1st

Lesson Objectives - Students will finish answering the Close Reader questions for "Frankenstein."  They will then use their Collections textbook to examine the essay "What is the Horror Genre?"  Students will apply these ideas to the short story "Golden Glass" as they use foreshadowing, suspense, sensory details, and mood to turn it into an example of the horror genre.  Groups will present these to the class tomorrow.
Homework - Quiz corrections for "The Tell-Tale Heart" are due by Monday.
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.8.6 - 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 30th

Lesson Objectives - Students will make corrections for "The Tell-Tale Heart" Quiz.  They will then use their Close Reader workbooks to examine the poem "Frankenstein," after a brief review of the literary genre.  This is information they might decide to use in the upcoming Performance Task.
Homework - Quiz corrections for "The Tell-Tale Heart" are due by 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.8.2 - 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.8.6 - 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 29th

Lesson Objectives - Students will make corrections for the Unit 5 Vocabulary Quiz.  They will then use their Close Reader workbooks to examine "Man Made Monsters, " an essay regarding the horror genre.  This is information they might decide to use in the upcoming Performance Task.
Homework - The Reader Response Packet for November 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).

Monday, November 28th

Lesson Objectives - Students will make corrections for the Vocabulary Unit 5 quiz.   After that, they will then apply the ideas of suspense and foreshadowing to the story "Lamb to the Slaughter" using both text and film versions.
Homework - Class Work Pages 1-6 and Sub Packet A are both due tomorrow.  The Reader Response Packet for November is due this 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.
• 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, November 17th

Lesson Objectives - Students will participate in a Graphic Representation activity for Vocabulary Unit 5.   After that, they will then apply the ideas of suspense and foreshadowing to the story "Lamb to the Slaughter" using both text and film versions.
Homework - Students will take their quiz for Vocabulary Unit 5 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.8.6 - 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 15th

Lesson Objectives - Students will then continue to apply the ideas of suspense and foreshadowing to the story "The Monkey's Paw" using both text and film versions.  They will also discuss the effectiveness of the choices made by the director and screenwriter in their presentation of the story.
Homework - Students will take their quiz on the Monkey's Paw tomorrow.  Their Unit 5 Vocabulary Quiz is 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.8.2 - 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.8.6 - 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 14th

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 5.   After that, they will then continue to apply the ideas of suspense and foreshadowing to the story "The Monkey's Paw" using both text and film versions.
Homework - Students are to continue reading for November's Reader Response Packet.
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.8.6 - 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 10th

Lesson Objectives - Students will create their flash cards for Vocabulary Unit 5.   After that, they will then continue to apply the ideas of suspense and foreshadowing to the story "The Monkey's Paw."
Homework - Students are to continue reading for November's Reader Response Packet.
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.8.6 - 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 9th

Lesson Objectives - Students will complete the Word Sort for Vocabulary Unit 5.   After that, they will participate in a Level Up Tutorial about the concepts of suspense and foreshadowing.  Students will then apply these ideas to the story "The Monkey's Paw."
Homework - Students are turn in their signed Student Detail Reports 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.8.6 - 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, November 4th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 4.   After that, they meet in small groups and find text evidence that will help them write a close reading response related to the short story, "The Outsider."
Homework - Students are to continue reading for their November Reader Response Packet.
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.8.6 - 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 3rd

Lesson Objectives - Students will create graphic representations of the words for Vocabulary Unit 4.   After that, they will resume their study of the horror genre with "The Outsider" by analyzing the author's use of setting and mood.  Students will then meet in small groups and find text evidence that will help them write a close reading response.
Homework - Students are to continue reading for their November Reader Response Packet.  They should have their flash cards for Vocabulary Unit 4 when they take the quiz 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.8.6 - 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 2nd

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 4.   After that, they will resume their study of the horror genre with "The Outsider" by analyzing the author's use of setting and mood.
Homework - Students are to continue reading for their November Reader Response Packet.  They should have their flash cards for Vocabulary Unit 4 when they take the quiz 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.8.2 - 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.8.6 - 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 26th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 4.  They will then have time to start their test corrections for their Collection 1 Unit Test.  After that, students will resume their study of the horror genre with "The Tell-Tale Heart" by analyzing the narrator's reliability.
Homework - Corrections for both "The Latehomecomer" quiz and the Collection 1 Unit Test are due by tomorrow.  They should also continue working on their Reader Response Packet that is due NO LATER THAN TUESDAY, NOVEMBER 1ST.
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.8.6 - 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 25th

Lesson Objectives - Students will complete their Word Sort for Vocabulary Unit 3.  They will then complete quiz corrections for "The Latehomecomer."  After that, students will resume their study of the horror genre with "The Tell-Tale Heart" by analyzing the narrator's reliability.
Homework - Students are to complete quiz corrections for "The Latehomecomer" by Thursday, 10/27.  They should also continue working on their Reader Response Packet that is due NO LATER THAN TUESDAY, NOVEMBER 1ST.
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.8.6 - 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, October 24th

Lesson Objectives - After a discussion concerning the popularity of the horror genre in book and movies, students will review the requirements for their Performance Task at the end of Collection 2.  Students will then start the next story, "The Tell-Tale Heart" where they will discuss the elements that made it a classic of the genre.
Homework - Students are to continue working on their Reader Response Packet that 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.8.2 - 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.8.6 - 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 18th

Lesson Objectives - Students will continue working on their Performance Task: The Expository Essay.
Friday, 10/14: Plan your essay.
Monday, 10/17 & TODAY: Write your essay rough draft.
TOMORROW: Edit and revise your draft.
Thursday, 10/20: Compose your final draft.
Homework - Students are submitting their Close Reader - Collection 1 question responses.  They should also continue reading for October's RRP.
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, October 17th

Lesson Objectives - Students will continue working on their Performance Task: The Expository Essay.
Friday 10/14: Plan your essay.
Monday 10/17 - Tuesday 10/18: Write your essay rough draft.
Wednesday, 10/19: Edit and revise your draft.
Thursday, 10/20: Compose your final draft.
Homework - Students are submitting their Class Work pages 7-11 tomorrow.  They should also continue reading for October's RRP.
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, October 13th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 3.  They will then use their Close Reader workbooks to find relevant materials to use in their upcoming Performance Task which they will start tomorrow.
Homework - Continue reading for October's RRP.  Be aware of the the upcoming due dates for the Close Reader book check and class work pages 7-11.
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.8.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Tuesday, October 11th

Lesson Objectives - Students will make create their Graphic Representations for Vocabulary Unit 3.  They will then view a brief documentary where they will examine the auditory and visual aspects that help people receive information.
Homework - Vocabulary Unit 3 quiz is on Thursday.  Make sure you bring your completed flash cards.  Continue reading for October's RRP.
CCSS -

• CCSS.ELA-Literacy.SL.8.2 - Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
• CCSS.ELA-Literacy.SL.8.3 - Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Friday, October 7th

Lesson Objectives - Students will make participate in the Sentence Share activity for Vocabulary Unit 3.  They will then continue their study of the author's use of figurative language in the memoir titled "The Latehomecomer.".
Homework - "My Favorite Chaperone" quiz corrections and September's RRP are due ASAP!  Continue reading for October's RRP.
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.8.4 - 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, October 6th

Lesson Objectives - Students will make quiz corrections for "A Place to Call Home."  They will then continue their study of the author's use of figurative language in the memoir titled "The Latehomecomer.".
Homework - "My Favorite Chaperone" quiz corrections and September's RRP are due ASAP!  Continue reading for October's RRP.
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.8.4 - 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, October 4th

Lesson Objectives - Students will complete their Word Sort for the third vocabulary unit.  Students will then continue their Notes With Quotes activity with the story "Museum Indians."  They will meet in groups to collect story information before they compose their individual quiz responses.
Homework - "My Favorite Chaperone" quiz corrections are due on Wednesday, 10/5.
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.8.4 - 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.

Friday, September 30th

Lesson Objectives - Students will make quiz corrections for the second vocabulary unit.  Students will then start their first story in the Close Reader titled "Museum Indians."  They will meet in groups to collect story information before they compose their individual quiz responses.
Homework - September's Reader Response Packet is due no later than Tuesday, October 4th.  Quiz corrections are due on 10/5.
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.8.4 - 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 29th

Lesson Objectives - Students will take their quiz for the second vocabulary unit.  After a review of correcting sentence fragments, they will begin to make corrections for their "My Favorite Chaperone" quiz.  Students will then start their first story in the Close Reader titled "Museum Indians."
Homework - September's Reader Response Packet is due no later than Tuesday, October 4th.  Quiz corrections are due on 10/5.
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.8.4 - 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 28th

Lesson Objectives - Students will create their graphic representations for the second vocabulary unit. After a review of the concept of theme, they will receive a list which will enable them to complete their Reader Response Packet.  Students will then start their first story in the Close Reader titled "Museum Indians."
Homework - Prepare for tomorrow's quiz Vocabulary Unit 2.  Continue working on September's Reader Response Packet.
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.8.4 - 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 26th

Lesson Objectives - Students will create their sentence samples for the second vocabulary unit. They will continue their analysis of "A Place to Call Home" by answering close reading questions in small groups. Here, they will study the author's use of statistics and the effectiveness of the authors claim.
Homework - Prepare for tomorrow's quiz on "A Place to Call Home." Continue reading your book for September's Reader Response Packet.
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.8.8 - 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.

Thursday, September 22nd

Lesson Objectives - Students create their flash cards for the second vocabulary unit.  They will begin their analysis of "A Place to Call Home."  Here, they will study the author's use of statistics and the effectiveness of the authors claim.
Homework - Continue reading your book for September's Reader Response Packet.
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.8.8 - 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.

Wednesday, September 21st

Lesson Objectives - Students will individually determine the main idea of the essay "Bonne Annee."  After an interactive SMARTboard lesson about reading informational text, they will begin their analysis of "A Place to Call Home."  Here, they will study the author's use of statistics and the effectiveness of the authors claim.
Homework - Continue reading your book for September's Reader Response Packet.
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.8.8 - 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.

Tuesday, September 20th

Lesson Objectives - Students will start their second Vocabulary Unit with a word sorting activity.  Students will then document the main idea based on close reading questions from the essay "Bonne Annee."  Here they will decide which, if any, ideas they can use in their end of unit performance task.
Homework - Continue reading your book for September's Reader Response Packet.
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 19th

Lesson Objectives - Students will make corrections on the Vocabulary Unit 1 quiz.  Students will then document the key points from the next story, "Bonne Annee."  Here they will decide which, if any, ideas they can use in their end of unit performance task.
Homework - Continue reading your book for September's Reader Response Packet.
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

Friday, September 16th

Lesson Objectives - Students will take their quiz on Vocabulary Unit 1.  Students will then review the performance task at the end of the unit before they start the next story, "Bonne Annee."  Here they will examine the author's use of a non-linear timeline in his storytelling.
Homework - Continue reading your book for September's Reader Response Packet.
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 15th

Lesson Objectives - Students will take their quiz on the short story "My Favorite Chaperone."  If needed, they will be given time to go to the library to get their books for September's Reader Response Packet.
Homework - Prepare for tomorrow's quiz on Vocabulary Unit 1.  Make sure you have your flash cards in class with you.  Continue reading your book for September's Reader Response Packet.
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 14th

Lesson Objectives - Students will continue their first unit of our vocabulary series with a group graphic representation activity.  They will then continue their study of "My Favorite Chaperone."  Here, students will analyze the author's use of characterization in a small group setting.
Homework - Prepare for tomorrow's quiz on "My Favorite Chaperone." Continue reading your book for September's Reader Response Packet.
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 12th

Lesson Objectives - Students will continue their first unit of our vocabulary series with a group sentence share activity.  They will then continue their study of "My Favorite Chaperone."  Here, students will analyze plot structure as well as the author's use of characterization.
Homework - Continue reading your book for September's Reader Response Packet.
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