Tuesday, January 31st

Objectives - Students will create their Flash Cards for Vocabulary Unit 9.  They will then share their responses to the close reading questions related to "The Drummer Boy of Shiloh." Students will then begin their research on another abolitionist, Abraham Lincoln, as they begin their study of "Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis."  
Homework - Last call for January'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).

Monday, January 30th

Objectives - Students will complete the Word Sort for Vocabulary Unit 9.  They will then share their responses to the close reading questions related to "The Drummer Boy of Shiloh." Students will then begin their research on another abolitionist, Abraham Lincoln, as they begin their study of "Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis."
Homework - January's Reader Response Packet 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.8.6 - 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, January 26th

Objectives - Students will apply the concepts of setting, imagery, symbolism, and allusion in order to define the mood of "The Drummer Boy of Shiloh."  In small groups, students will answer the close reading questions and share with the rest of the class.
Homework - Continue working on January's Reader Response Packet due on Tuesday, January 31st.
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, January 25th

Objectives - Students make quiz corrections for Vocabulary Unit 8.  They will then finish answering the Close Reader questions for "A Mystery of Heroism."  After this, they will continue reading "The Drummer Boy of Shiloh" where they will apply the concepts of setting, imagery, symbolism, and allusion in order to definine the mood of the story.
Homework - Continue working on January's Reader Response Packet due on Tuesday, January 31st.
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, January 24th

Objectives - Students will take their quiz for Vocabulary Unit 8.  They will then finish answering the Close Reader questions for "A Mystery of Heroism."  After a review of the concept of mood, students will begin reading "The Drummer Boy of Shiloh."
Homework - Class Work pages 7-11, and the Abolitionist pages are 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.8.6 - 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, January 23rd

Objectives - Students will participate in a Graphic Representation activity for Vocabulary Unit 8.  They will then continue reading "A Mystery of Heroism" in their Close Reader workbooks.
Homework - The quiz for Vocabulary Unit 8 is tomorrow.  Have your flash cards for tomorrow. Continue reading for January'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.

Friday, January 20th

Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 8.  They will then review the concept of historical fiction before reading "A Mystery of Heroism." in their Close Reader workbooks.
Homework - Continue reading for January'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, January 18th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 8.  They will work in small groups to complete the close reading questions for the selection about Harriet Tubman. Students will then apply the concept of characterization to the this historic figure.
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due NOW!!!
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Monday, January 17th

Lesson Objectives - Students will complete the Word Sort for Vocabulary Unit 8.  They will then apply the concept of characterization to the subject of "Harriet Tubman: Conductor on the Underground Railroad."  This historic figure can be used in the upcoming Performance Task where students will create an "Abolitionist Hall of Fame."
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due NOW!!!
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Friday, January 13th

Lesson Objectives - Students will make corrections from yesterday's quiz for Vocabulary Unit 7.  They will then apply the concept of characterization to the subject of "My Friend Douglass" and "Narrative of the Life of Fredrick Douglass."  Students will begin their study of "Harriet Tubman: Conductor on the Underground Railroad."  Both historic figures could be used in the upcoming Performance Task where students will create an "Abolitionist Hall of Fame."
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due NOW!!!
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Thursday, January 12th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 7.  They will then finish their Notes With Quotes quiz from "My Friend Douglass" using the  the Close Reader.  Students will begin their study of characterization by analyzing "Harriet Tubman: Conductor on the Underground Railroad."
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due NOW!!!
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Wednesday, January 11th

Lesson Objectives - Students will create their Graphic Representations for the Vocabulary Unit 7 words.  They will then review their work in "My Friend Douglass" from the Close Reader.  Students will then work in various sized groups to complete their Notes With Quotes quiz based on the story.
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due NOW!!!
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Friday, January 6th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 7.  They will then continue their work in Collection 3 by reading "Narrative of the Life of Fredrick Douglass, an American Slave." 
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due NOW!!!
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 

Thursday, January 5th

Lesson Objectives - Students will complete their Word Sort for vocabulary unit 7.  They will then continue their work in Collection 3 by reading "Narrative of the Life of Fredrick Douglass, an American Slave." 
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both 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).
• CCSS.ELA-Literacy.RI.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 

Wednesday, January 4th

Lesson Objectives - Students will make corrections to the Unit 6  Vocabulary quiz.  We will then preview Collection 3 as well as the Performance Task the students will complete at the end.  Students will begin their work in this Collection my reading "Narrative of the Life of Fredrick Douglass, an American Slave."
Homework - December's Reader Response Packet as well as the Green Workbook (with reaction paper) are both due on Friday.
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.8.6 - Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 

Tuesday, January 3rd

Lesson Objectives - Students will examine and evaluate sources that will enable students to compose an example of the argumentative essay. 
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.