Tuesday, October 31st

Lesson Objectives - Students will review the importance of narration in the telling of a story via a Level Up Tutorial.  They will apply the concept of an unreliable narrator to Edgar Allen Poe's "The Tell-Tale Heart." 
Homework - October's Reader Response Packet is 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.8.4 - 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

Thursday, October 26th

Lesson Objectives - Students will make corrections for the Vocabulary Unit 4 quiz.  They will then preview "Collection 2 - The Thrill of Horror" as well as its related Performance Task at the end.  Students will define the characteristics of the horror genre and provide supporting examples.  They will finally examine the literary criticism "What is the Horror Genre" in order to gain new insights on the popular genre.

Homework - October's Reader Response Packet is 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.8.4 - 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

Tuesday, October 24th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 4.  They will then continue to plan and develop their essay for the Collection 1 Performance Task.

Performance Task 1 Timeline:

• Thursday - source evaluation
• Friday - organize essay ideas, develop thesis statement, begin rough draft - introduction
• Yesterday - continue with introduction, begin body paragraphs
• TODAY - complete rough draft with conclusion, begin peer editing
• TOMORROW - finish peer editing, finish and submit final draft
  

Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Monday, October 23rd

Collection 1 - Performance Task A Outline

Introduction:

Look at the writing prompt on the top of page 79.  You will be explaining the difficulties people face as they come to the United States and what they can do to improve their experience.

Start by introducing the story “My Favorite Chaperone.”  Give a brief 2 sentence summary, but explain that while the story is a fictional account, many real immigrants and their families face many challenges adjusting to live in the United States.  Mention that there are many sources that support your claim.

Main Idea 1: 

Give the author/ title of the story/article you are using.  Answer the following:

·       How does this support your idea? (Use more than one example of evidence!)

·       Explain why you agree with it with your ideas.

Main Idea 2: Repeat

Main Idea 3: Repeat

Main Idea 4 (if there’s room): Repeat

Conclusion:

Friday, October 20th

Lesson Objectives - Students will participate in a Graphic Representation activity for the Vocabulary Unit 4 words.  They will then review ideas on how to organize information for writing an essay.  Students will then begin to plan and develop their essay for the Collection 1 Performance Task.

Performance Task 1 Timeline:

• Yesterday - source evaluation
• TODAY - organize essay ideas, develop thesis statement, begin rough draft - introduction
• Monday - continue with introduction, begin body paragraphs
• Tuesday - complete rough draft with conclusion, begin peer editing
• Wednesday - finish peer editing, finish and submit final draft
  

Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Thursday, October 19th

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 4.  They will then analyze the tools filmmakers use in sharing ideas via the documentary format.  Students will then evaluate all of the sources we have previously discussed as they begin to plan and develop their essay for the Collection 1 Performance Task.

Performance Task 1 Timeline:

• Thursday - source evaluation
• Friday - organize essay ideas, develop thesis statement, begin rough draft - introduction
• Monday - continue with introduction, begin body paragraphs
• Tuesday - complete rough draft with conclusion, begin peer editing
• Wednesday - finish peer editing, finish and submit final draft
  

Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Tuesday, October 17th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 4.  They will engage in a brief review of active/passive voice in their writing from Grammar Notes using their chrome books.  Students will then share the responses to their Close Readers questions to help them review for tomorrow's quiz on "The Latehomecomer."
Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Monday, October 16th

Lesson Objectives - Students will complete a word Sort activity to kick off Vocabulary Unit 4.  They will then continue to apply the concepts of imagery and figurative language to the story, "The Latehomecomer."
Homework - Achieve3000 Article: Bring Back the Buffalo, due by Sunday, October 22nd. Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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, October 13th

Lesson Objectives - Students will take a tour of the Achieve3000 application on their chrome books.  They will be able to find articles and assignments based on their Lexile level.  Students will then continue to apply the concepts of imagery and figurative language to the story, "The Latehomecomer."
Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Thursday, October 12th

Lesson Objectives - Students will take a pretest in the Achieve3000 application on their chrome books.  This information provided by the assessment will ensure that they will be reading articles and completing assignments at an appropriate Lexile level.  Over time, the articles and assignments become more complicated, thus exposing the students to more challenging levels in order to increase their reading abilities.  Students will then continue to apply the concepts of imagery and figurative language to the story, "The Latehomecomer."
Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Wednesday, October 11th

Lesson Objectives - Students will make quiz corrections for Vocabulary Unit 3. They will then review the concepts of imagery and figurative language with the aid of a Level-Up tutorial. Students will apply these ideas to the story, "The Latehomecomer."
Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Tuesday, October 10th

Lesson Objectives - Students will take their quiz for Vocabulary Unit 3.  In partners and small groups, they will complete their Notes With Quotes research for their final quiz response.
Homework - Continue working on October's Reader Response Packet which is due on Friday, October 27th.
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.

Monday, October 9th

Lesson Objectives - After completing their survey analysis response from last week, students will use their Close Reader Workbooks to examine the story "Museum Indians."  Here, they will analyze the author's use of plot, theme, and characterization.
Homework - Flash Cards for Vocabulary Unit 3 and Quiz 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.8.4 - 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.

Thursday, October 5th

Lesson Objectives - Students will share their graphic representations of the words from Vocabulary Unit 3.   Next, students will choose a topic and position for their "Student Survey and Data Analysis" assignment.  After collecting their data, they will reflect on their findings, and present them in a brief report.
Homework - Students Detail Reports are to be signed by a parent/guardian and returned by Monday, October 9th.  Quiz corrections for "My Favorite Chaperone" are due that day as well.
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, October 4th

Lesson Objectives - Students will participate in a Sentence Share activity for Vocabulary Unit 3.   Next, students will determine the main idea "A Place to Call Home" by looking at the author's use of statistics, examples, and graphic aids.  Using this article as a model, they will choose a topic and position for their "Student Survey and Data Analysis" assignment.
Homework - Students Detail Reports are to be signed by a parent/guardian and returned by Monday, October 9th.  Quiz corrections for "My Favorite Chaperone" are due that day as well.
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, October 3rd

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 3.   They will then make corrections for the quiz from "My Favorite Chaperone."  Next, students will determine the main idea "A Place to Call Home" by looking at the author's use of statistics, examples, and graphic aids.  Using this article as a model, they will choose a topic and position for their "Student Survey and Data Analysis" assignment.
Homework - Students Detail Reports are to be signed by a parent/guardian and returned by Monday, October 9th.  Quiz corrections for "My Favorite Chaperone" are due that day as well.
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, October 2nd

Lesson Objectives - Students will complete a Word Sort activity for Vocabulary Unit 3.   They will then determine the main idea "A Place to Call Home" by looking at the author's use of statistics, examples, and graphic aids.
Homework - Students are to find another book to read for October'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).