Wednesday, May 31st

Lesson Objectives - Students will then continue to work on their final Performance Task essay.

• Yesterday: Students will plan their essay and begin writing their introduction.  This introduction should include a "hook" and a thesis statement.
• Today: Students will complete writing their rough draft with examples of quotes that support their thesis statement.
• Tomorrow: Students will make final edits and write their final draft.  These are to be submitted by the end of class.  No exceptions!

Homework -Class Work Pages 1-5 are due on Friday.  May's Reader Response Packet is due on Monday, June 5th.
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, May 30th

Lesson Objectives - Students will make corrections for the Vocabulary Unit 14 quiz.  They will then begin the final Performance Task.

• Today: Students will plan their essay and begin writing their introduction.  This introduction should include a "hook" and a thesis statement.
• Tomorrow: Students will complete writing their rough draft with examples of quotes that support their thesis statement.
• Thursday: Students will make final edits and write their final draft.  These are to be submitted by the end of class.  No exceptions!

Homework -Class Work Pages 1-5 are due on Friday.  May's Reader Response Packet is due on Monday, June 5th.
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.

Friday, May 26th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 14.  They will then finish their analysis of Anne Frank's actual words that explain the physical and psychological challenges she faced while in hiding.
Homework - Collection 5 questions in the Close Reader are due on Tuesday. 
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.

Wednesday, May 24th

Lesson Objectives - Students will participate in the Sentence Share for the Vocabulary Unit 14 words.  They will then continue their analysis of Anne Frank's actual words that explain the physical and psychological challenges she faced while in hiding.
Homework - Collection 5 questions in the Close Reader are due on Tuesday.  The  Reader Response Packet for May is due on Wednesday of next week for most students.
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, May 22nd

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 14.  They will then continue their analysis of Elie Weisel's speech, "After Auschwitz by examining his use of emotional appeals, ethical appeals, and rhetorical devices.  Students will be able to locate and save a quote from this speech to be used in their final Performance Task.  Finally, students will begin to examine Anne Frank's actual words that explain the physical and psychological challenges she faced while in hiding.
Homework - The  Reader Response Packet for May is due on Wednesday of next week for most students.
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, May 2nd

Lesson Objectives - Students will create their Graphic Representations for Vocabulary Unit 13.  They will then continue reading the dramatized version of The Diary of Anne Frank while documenting their findings regarding the physical and psychological ramifications of living in hiding.
Homework - The Grammar Packet about clauses and the Reader Response Packet are due tomorrow.  Students will take the Unit 13 Vocabulary Quiz tomorrow.
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.