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

Thursday, September 8th

Lesson Objectives - Students will start their first unit of our vocabulary series with a word sort 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 - Summer reading summaries are due tomorrow.  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 7th

Lesson Objectives - After a review of story structure, students will begin their first story, "My Favorite Chaperone."  Here, they will apply their knowledge of story structure as well as the author's use of characterization as a means of generating reader interest.
Homework - Late summer reading summaries are due on Friday.  Students should also be reading their books 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.

Tuesday, September 6th

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 1st

Lesson Objectives - Students will continue to meet in small groups to discuss behavioral scenarios and the proper way to resolve conflicts in class.   We will also discuss expectations for behavior in certain school environments.
Homework - Signed syllabus forms are due on Tuesday, 9/6.