Wednesday, April 26th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 13.  They will then continue reading the dramatized version of The Diary of Anne Frank while answering Close Reader questions in their workbook.  Students will also begin to document their findings regarding the physical and psychological ramifications of living in hiding.
Homework - The Grammar Packet about clauses is due tomorrow.  Students should continue reading for April's Reader Response Packet.
CCSS -

• CCSS.ELA-Literacy.RI.8.4  - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
• 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.

Tuesday, April 25th

Lesson Objectives - Students will complete their word sort for Vocabulary Unit 13.  They will then begin the introduction process for Collection 5 including the key skills and related Performance Task.  After two brief film clips and discussion regarding the historical significance, students will use their Close Readers to begin the dramatized version of The Diary of Anne Frank.
Homework - The Grammar Packet about clauses is due tomorrow.  Students should continue reading for April's Reader Response Packet.
 CCSS -

• CCSS.ELA-Literacy.RI.8.4  - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
• 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.

Monday, April 24th

Lesson Objectives - Students will finish their research and documentation and will begin writing their Performance Task argumentative essay for Collection 4.

• BEFORE THE BREAK - Research and quote mining, develop a position based on the provided topic
• BEFORE THE BREAK - Use their research to compose a rough draft of their argumentative essay
• TODAY -  Edit and compose their final draft of their argumentative essay       

Homework - Students should continue reading for April's Reader Response Packet.  Many students have not submitted the packet for March!
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, April 12th

Lesson Objectives - Students will finish their research and documentation and will begin writing their Performance Task argumentative essay for Collection 4.

• YESTERDAY - Research and quote mining, develop a position based on the provided topic
• TODAY - Use their research to compose a rough draft of their argumentative essay
• TOMORROW -  Edit and compose their final draft of their argumentative essay       

Homework - Students should continue reading for April's Reader Response Packet.  Many students have not submitted the packet for March!
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, April 11th

Lesson Objectives - Students will review an example of an argumentative essay in order to find examples of a topic, position, supporting examples, and counterargument.  They will then begin their research and documentation that will help them begin writing their Performance Task argumentative essay for Collection 4.

• TODAY - Research and quote mining, develop a position based on the provided topic
• TOMORROW - Use their research to compose a rough draft of their argumentative essay
• THURSDAY -  Edit and compose their final draft of their argumentative essay       

Homework - Students should continue reading for April's Reader Response Packet.  Many students have not submitted the packet for March!
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, April 10th

Lesson Objectives - Students will continue to present and evaluate their own public service announcements based on their own interests.  They will then review their argumentative essays from earlier in the year to help prepare them for the upcoming Performance Task for Collection 4.
Homework - Students should continue reading for April's Reader Response Packet.  Many students have not submitted the packet for March!
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, April 6th

Lesson Objectives - Students will make corrections for the Vocabulary Unit 12 quiz.  They will then examine samples of public service announcements (PSA's).  Eventually, students will create their own public service announcements based on their own interests.  They will present these to the rest of the class at the beginning of next week.
Homework - Students should continue reading for April's Reader Response Packet.  Many students have not submitted the packet for March!
CCSS -

• 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. 
• CCSS.ELA-Literacy.RI.8.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
• 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.

Tuesday, April 4th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 12.  They will then examine the traits of  two forms of public service announcements (PSA's).  Eventually, students will create their own public service announcements based on their own interests.  They will present these to the rest of the class by the end of the week.
Homework - Students will take the PSAT tomorrow.  Get plenty of rest!
CCSS -

• 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. 
• CCSS.ELA-Literacy.RI.8.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
• 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.

Monday, April 3rd

Lesson Objectives - Students will review the concepts of argumentative writing.  They will then apply these concepts to two forms of public service announcements (PSA's).  Eventually, students will create their own public service announcements based on their own interests.  They will present these to the rest of the class by the end of the week.
Homework - Students will take their Vocabulary Unit 12 quiz tomorrow.  Flash Cards are due before the quiz.
CCSS -

• 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. 
• CCSS.ELA-Literacy.RI.8.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
• 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.