Tuesday, February 28th

Lesson Objectives - Students will use their make corrections for their Vocabulary Unit 10 quiz.  They will then practice a few necessary grammar skills associated with writing effective sentences/paragraphs.
Homework - Reader Response Packets are due.  The Performance Task Project is past due.  Class Work pages 1-7 are due on Friday.
CCSS -

• CCSS.ELA-Literacy.L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Monday, February 27th

Lesson Objectives - Students will use their flash cards to prepare for their Vocabulary Unit 10 quiz.  They will then practice a few necessary grammar skills associated with writing effective sentences/paragraphs.
Homework - Reader Response Packets are due tomorrow.  The Performance Task Project is past due.  Class Work pages 1-7 are due on Friday.
CCSS -

• CCSS.ELA-Literacy.L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Wednesday, February 22nd

Lesson Objectives - Students will figure out their schedule for tomorrow's NAEP testing.  They will then share their Graphic Representations for the words from Vocabulary Unit 10.  Students will then practice a few necessary grammar skills associated with writing effective sentences/paragraphs.
Homework - Because of tomorrow's testing, the due date for the performance task will be pushed back to Friday.  The Vocabulary Unit 10 quiz will also be on Friday.
CCSS -

• CCSS.ELA-Literacy.L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Wednesday, February 15

Lesson Objectives - Students will make corrections on the "Bloody Times" quiz.  They will then practice a few necessary grammar skills associated with writing effective sentences/paragraphs.
Homework - Students will be in the computer lab to work on the Performance Task project.  Bring any necessary materials.
CCSS -

• CCSS.ELA-Literacy.L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Monday, February 13th

Lesson Objectives - Students will participate in the Sentence Share for Vocabulary Unit 10. They will continue to analyze the famous poem, "O Captain!  My Captain!" by defining and finding examples of commonly used poetic elements.  Students may have time to finish and submit missing assignments in order to improve their grade.
Homework - Keep 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.8.4 - 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, February 10th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 10. They will then review how to evaluate appropriate websites for their research project.  Finally, students will analyze the famous poem, "O Captain!  My Captain!" by defining and finding examples of the poetic elements that are commonly used.
Homework - Keep 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.8.4 - 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.

Yearbook Quote Link

 Click on the Link to edit senior quotes:

https://docs.google.com/spreadsheets/d/1KbzkefkMfYD_dajt9PuE9uTGN7bucl8OByKdXeOPpMQ/edit?usp=sharing


Use the below format when entering quotes:

"Procrastination is like a credit card: it's a lot of fun until you get the bill." - Christopher Parker


I will deactivate the link at the end of class.  Please do not share this with other students!

Wednesday, February 8th

Objectives - Students will make complete their Word Sort for  Vocabulary Unit 10.  They will then collaborate in various size groups to determine the theme of Louisa May Alcot's "Civil War Journal."  Individually, they will use their findings to compose a paragraph response.
Homework - Get Student Detail Report signed by a parent or guardian.
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, February 7th

Objectives - Students will make corrections for the Vocabulary Unit 9 quiz.  They will then use their close readers to study Louisa May Alcot's "Civil War Journal."
Homework - Get Student Detail Report signed by a parent or guardian.
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, February 6th

Photography Advisory

Use the following link to add your pictures:



https://drive.google.com/drive/folders/0BzYX4HgHRp2xU2NLYWE3WW50U2M?usp=sharing

Friday, February 3rd

Objectives - Students will take their quiz for Vocabulary Unit 9.  They will then preview one of the acceptable digital formats they can use to create their Performance Task which is due on 2/21.   Students will continue their research on another abolitionist, Abraham Lincoln, as they continue their study of "Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis."  
Homework - Get Student Detail Report signed by a parent or guardian.
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).

Thursday, February 2nd

Objectives - Students will participate in a Graphic Representation activity for Vocabulary Unit 9.  They will then look at the parameters regarding the upcoming Performance Task which is due on 2/21.   Students will continue their research on another abolitionist, Abraham Lincoln, as they continue their study of "Bloody Times: The Funeral of Abraham Lincoln and the Manhunt for Jefferson Davis."  
Homework - Vocabulary Unit 9 Quiz and Flash Cards are due tomorrow.  Get Student Detail Report signed by a parent or guardian.
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).

Wednesday, February 1st

Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 9.  They will then continue 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).