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.