Monday, March 20th

Lesson Objectives - Students will make their Flash Cards for Vocabulary Unit 12.  In small groups, they will then determine the main ideas and arguments from articles explaining the path adolescents take to adulthood.  They will share their findings with the rest of the class.
Homework - Students are to continue reading for March'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.
• CCSS.ELA-Literacy.RI.8.9 - Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Friday, March 17th

Lesson Objectives - Students will make their Flash Cards for Vocabulary Unit 12.  In small groups, they will then determine the main ideas and arguments from articles explaining the path adolescents take to adulthood.  They will share their findings with the rest of the class.
Homework - Students are to continue reading for March'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.
• CCSS.ELA-Literacy.RI.8.9 - Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

 

Monday, March 13th

Lesson Objectives - Students will practice editing their writing with proper use of modifiers.  In small groups, they will then examine the themes from the story, "The Whistle."  Using the close reading questions, students will take their Notes With Quotes quiz.
Homework - Students are to continue reading for March'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, March 10th

Lesson Objectives - Students will make corrections on the  Vocabulary Unit 11 quiz.  They will then examine the themes from the story, "The Whistle."  Using the close reading questions, students will also examine literary nuances of the story.
Homework - Students are to continue reading for March'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

Thursday, March 9th

Lesson Objectives - Students will take the Vocabulary Unit 11 quiz.  They will then practice a few necessary grammar skills associated with writing effective sentences/paragraphs.
Homework - Signed Student Detail Reports are due tomorrow..
CCSS -

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

Tuesday, March 7th

Lesson Objectives - Students will participate in a Graphic Representation activity with the Vocabulary Unit 11 words.  They will then examine the themes from the story, "Marigolds."  Using the close reading questions, students will also examine literary nuances of the story.
Homework - Students need to get their their Student Detail Report signed by Friday.  The test for "Marigolds" is 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, March 6th

Lesson Objectives - Students will participate in the Sentence Share with the Vocabulary Unit 11 words.  They will then examine the motivations of the main character from the story, "Marigolds."  Students will also compare/contrast this story to a film version. 
Homework - The Performance Task Project, Reader Response Packets, and Class Work pages 1-7 are past due.
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, March 3rd

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 11.  They will then finish reading the first selection, "Marigolds."  Character motivation and theme are the primary concepts that students will apply to this story.  Students will also compare/contrast this story to a film version. 
Homework - Reader Response Packets and Class Work pages 1-7 are due today.  The Performance Task Project is past due. 
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, March 2nd

Lesson Objectives - Students will complete their Word Sort for Vocabulary Unit 11.  They will then continue with the next collection regarding the concept of approaching adulthood.  Students will then continue reading the first selection, "Marigolds."  Character motivation and theme are the primary concepts that students will apply to this story.  
Homework - Reader Response Packets and Class Work pages 1-7 are due on Friday.  The Performance Task Project is past due. 
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, March 1st

Lesson Objectives - Students will complete their grammar packet with some practice regarding the appropriate use of commas in writing.  They will then continue with the next collection regarding the concept of approaching adulthood.  Students will then begin reading the first selection, "Marigolds."  Character motivation and theme are the primary concepts students will apply to this story.  
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.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