Wednesday, December 13th

Lesson Objectives - Students will continue to present their new version of "Golden Glass" that includes elements of the horror genre such as foreshadowing, suspense, unreliable narration, mood and tone.  They will evaluate the presentations of their peers after sharing their own.  Students will then complete their Performance Task for Collection 2 .
Homework - Collection 2 Close Reader questions 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 12th

Lesson Objectives - Students will continue to present their new version of "Golden Glass" that includes elements of the horror genre such as foreshadowing, suspense, unreliable narration, mood and tone.  They will evaluate the presentations of their peers after sharing their own.  Students will then begin their Performance Task for Collection 2 .
Homework - Collection 2 Close Reader questions 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.

Monday, December 11th

Lesson Objectives - Students will participate in a sentence share activity for the Vocabulary Unit 7 words.  They will then present their new version of "Golden Glass" that includes elements of the horror genre such as foreshadowing, suspense, unreliable narration, mood and tone.  Students will evaluate the presentations of their peers after sharing their own.  Next, they will determine which form they plan to use in order to complete the Performance Task for Collection 2 which will be due by the end of the week.
Achieve 3000 - Students are to complete the following articles before the end of TODAY.

• "One Smart Bird"
• "What's Wrong With Email Voting?"

Homework - Collection 2 Close Reader questions are due by Wednesday, December 13th.
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 6th

Lesson Objectives - Students will make create their flash cards for the Vocabulary Unit 7 words.  They will then use the Close Reader to examine the inspiration of the horror genre in the essay "Man-Made Monsters."  Students will then review the main concepts of this story style (foreshadowing, suspense, narration, mood, and tone) before they apply them to a non-horror story.
Achieve 3000 - Students are to complete the following articles before the end of Monday, December 11th:

• "One Smart Bird"
• "What's Wrong With Email Voting?"

Homework - Class Work pages 1-7 and the sub packet are due on Thursday, December 7th.
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, December 5th

Lesson Objectives - Students will make complete a Word Sort activity for the Vocabulary Unit 7 words.  They will then use the Close Reader to examine the inspiration of the horror genre in the essay "Man-Made Monsters."  Student will then continue their Achieve 3000 quiz to gauge their progress in the program.
Achieve 3000 - Students are to complete the following articles before Monday, December 11th:

• "One Smart Bird"
• "What's Wrong With Email Voting?"

Homework - Class Work pages 1-7 and the sub packet are due on Thursday, December 7th.
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, December 1st

Lesson Objectives - Students will make Vocabulary Unit 6 quiz corrections.  They will then continue to apply the idea of foreshadowing to "The Monkey's Paw" by looking at character dialogue, plot events, and imagery found in the story.  Students will then continue to compare and contrast the text version with a film version.

Achieve 3000 - Students are to complete the following articles before Tuesday, December 5th:

• "How do you Like Your Music?"
• "Listen Up, Families!"

Homework - November's Reader Response Packet is due on Monday, December 4th.
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, November 30th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 6.  After a brief review of the upcoming performance task, they will then continue to apply the ideas of foreshadowing, suspense, and mood as they finish "The Monkey's Paw."  Students will then compare and contrast that version with a film version of the same story.

Achieve 3000 - Students are to complete the following articles before Tuesday, December 5th:

• "How do you Like Your Music?"
• "Listen Up, Families!"

Homework - The quiz for Vocabulary Unit 6 is tomorrow.  Students are to continue reading their book for November's Reader Response Packet.  It is due on Monday, December 4th.
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, November 29th

Lesson Objectives - Students will participate in a Graphic Representation activity for the words from Vocabulary Unit 6.  They will then continue apply the ideas of foreshadowing, suspense, and mood as they continue with "The Monkey's Paw."  Students will then have time to either make corrections to their "Tell-Tale Heart" essay, finish their sub packet from Friday, November 17th, or begin the next round of Achieve 3000 articles.

Achieve 3000 - Students are to complete the following articles by Tuesday, December 5th:

• "How do you Like Your Music?"
• "Listen Up, Families!"

Homework - The quiz for Vocabulary Unit 6 is tomorrow.  Students are to continue reading their book for November's Reader Response Packet.  It is due on Monday, December 4th.
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, November 27th

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 6.  They will then apply the ideas of foreshadowing as they begin to read the short story, "The Monkey's Paw."  Students will then have time to either make corrections to their "Tell-Tale Heart" essay or finish their sub packet from Friday, November 17th.
Homework - Students are to continue reading their book for November's Reader Response Packet.  It is due on Monday, December 4th
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, November 15th

Lesson Objectives - Students will participate in a Word Sort activity Vocabulary Unit 6.  They will then apply the ideas of tone and mood as they read the short story, "The Outsider" in their Close Reader workbooks.  Students will collaborate in pairs and in groups to find supporting evidence that determines whether the narrator of "The Outsider" is reliable or not.  They will individually compose a written response that supports their findings.
Homework - Signed SDR's are due.  Students are to continue reading their book 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.8.4 - 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, November 14th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 5.  They will then apply the ideas of tone and mood as they read the short story, "The Outsider" in their Close Reader workbooks.
Homework - Signed SDR's are due.  Students are to continue reading their book 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.8.4 - 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, November 13th

Lesson Objectives - Students will participate in a Graphic Representation activity for Vocabulary Unit 5.  They will then apply the ideas of tone and mood as they read the short story, "The Outsider" in their Close Reader workbooks.
Homework - Signed SDR's are due.  Students are to continue reading their book 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.8.4 - 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, November 9th

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 5.  After a brief review of tone and mood, they will apply these ideas as they read the essay, "Scary Stories."
Homework - Signed SDR's are due.  The Achieve 3000 article "Books that Move" is due on Sunday.  Students are to continue reading their book 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.8.4 - 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, November 7th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 5.  They will finish examining the differences between the text version of  "The Tell-Tale Heart" with a cartoon film version. Students will continue collecting quotes and planning tomorrow's test essay regarding the author's use of narration.
Homework - The "Tell-Tale Heart" quiz is tomorrow.  Signed SDR's are due that day as well.  The Achieve 3000 article "Books that Move" is due on Sunday.  Students are to continue reading their book 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.8.4 - 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, November 6th

Lesson Objectives - Students will complete a Word Sort activity to begin Vocabulary Unit 5.  They will finish examining the differences between the text version of  "The Tell-Tale Heart" with a film version. Students will continue sharing the responses to the close reader questions which will help them complete the test essay on the unique use of narration in the story.
Homework - The "Tell-Tale Heart" quiz is this Wednesday.  Signed SDR's are due that day as well.  The Achieve 3000 article "Books that Move" is due on Sunday.  Students are to begin reading their book 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.8.4 - 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, November 1st

Lesson Objectives - Students will apply the concept of an unreliable narrator to Edgar Allen Poe's "The Tell-Tale Heart."  They will also compare and contrast the text version of the story with a film version. 
Homework - "Coraline" SBA sheet is due by Friday.  Students are to begin reading their book 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.8.4 - 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 31st

Lesson Objectives - Students will review the importance of narration in the telling of a story via a Level Up Tutorial.  They will apply the concept of an unreliable narrator to Edgar Allen Poe's "The Tell-Tale Heart." 
Homework - October's Reader Response Packet 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.
• 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 26th

Lesson Objectives - Students will make corrections for the Vocabulary Unit 4 quiz.  They will then preview "Collection 2 - The Thrill of Horror" as well as its related Performance Task at the end.  Students will define the characteristics of the horror genre and provide supporting examples.  They will finally examine the literary criticism "What is the Horror Genre" in order to gain new insights on the popular genre.

Homework - October's Reader Response Packet 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.
• 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 24th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 4.  They will then continue to plan and develop their essay for the Collection 1 Performance Task.

Performance Task 1 Timeline:

• Thursday - source evaluation
• Friday - organize essay ideas, develop thesis statement, begin rough draft - introduction
• Yesterday - continue with introduction, begin body paragraphs
• TODAY - complete rough draft with conclusion, begin peer editing
• TOMORROW - finish peer editing, finish and submit final draft
  

Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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, October 23rd

Collection 1 - Performance Task A Outline

Introduction:

Look at the writing prompt on the top of page 79.  You will be explaining the difficulties people face as they come to the United States and what they can do to improve their experience.

Start by introducing the story “My Favorite Chaperone.”  Give a brief 2 sentence summary, but explain that while the story is a fictional account, many real immigrants and their families face many challenges adjusting to live in the United States.  Mention that there are many sources that support your claim.

Main Idea 1: 

Give the author/ title of the story/article you are using.  Answer the following:

·       How does this support your idea? (Use more than one example of evidence!)

·       Explain why you agree with it with your ideas.

Main Idea 2: Repeat

Main Idea 3: Repeat

Main Idea 4 (if there’s room): Repeat

Conclusion:

Friday, October 20th

Lesson Objectives - Students will participate in a Graphic Representation activity for the Vocabulary Unit 4 words.  They will then review ideas on how to organize information for writing an essay.  Students will then begin to plan and develop their essay for the Collection 1 Performance Task.

Performance Task 1 Timeline:

• Yesterday - source evaluation
• TODAY - organize essay ideas, develop thesis statement, begin rough draft - introduction
• Monday - continue with introduction, begin body paragraphs
• Tuesday - complete rough draft with conclusion, begin peer editing
• Wednesday - finish peer editing, finish and submit final draft
  

Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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 19th

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 4.  They will then analyze the tools filmmakers use in sharing ideas via the documentary format.  Students will then evaluate all of the sources we have previously discussed as they begin to plan and develop their essay for the Collection 1 Performance Task.

Performance Task 1 Timeline:

• Thursday - source evaluation
• Friday - organize essay ideas, develop thesis statement, begin rough draft - introduction
• Monday - continue with introduction, begin body paragraphs
• Tuesday - complete rough draft with conclusion, begin peer editing
• Wednesday - finish peer editing, finish and submit final draft
  

Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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 17th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 4.  They will engage in a brief review of active/passive voice in their writing from Grammar Notes using their chrome books.  Students will then share the responses to their Close Readers questions to help them review for tomorrow's quiz on "The Latehomecomer."
Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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, October 16th

Lesson Objectives - Students will complete a word Sort activity to kick off Vocabulary Unit 4.  They will then continue to apply the concepts of imagery and figurative language to the story, "The Latehomecomer."
Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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, October 13th

Lesson Objectives - Students will take a tour of the Achieve3000 application on their chrome books.  They will be able to find articles and assignments based on their Lexile level.  Students will then continue to apply the concepts of imagery and figurative language to the story, "The Latehomecomer."
Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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 12th

Lesson Objectives - Students will take a pretest in the Achieve3000 application on their chrome books.  This information provided by the assessment will ensure that they will be reading articles and completing assignments at an appropriate Lexile level.  Over time, the articles and assignments become more complicated, thus exposing the students to more challenging levels in order to increase their reading abilities.  Students will then continue to apply the concepts of imagery and figurative language to the story, "The Latehomecomer."
Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.