Wednesday, January 31st

Lesson Objectives - Students will continue their study of Stephen Crane's short story, "A Mystery of Heroism" from the Close Readers.  They will meet in small collaborative groups to research information to use in the "Notes With Quotes" quiz based on the story.  Students will then compose their individual responses.  
Achieve 3000 - Complete the following articles and assignments before midnight on Monday.  This marking period are held responsible for these assignments 

• February 1862 - Losses to the North and South
• April 1862 - Freedom For Some

Homework - Achieve 300 Articles and January's Reader Response Packet are due on Monday, February 5th.
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).

Tuesday, January 30th

Lesson Objectives - Students will continue their study of Stephen Crane's short story, "A Mystery of Heroism" from the Close Readers.  They will have some more time to continue researching Harriet Tubman for the Abolitionists Hall of Fame project or they can start the next round of Achieve 3000 articles.
Achieve 3000 - Complete the following articles and assignments before midnight on Monday.  This marking period are held responsible for these assignments 

• February 1862 - Losses to the North and South
• April 1862 - Freedom For Some

Homework - Vocabulary Unit 9 quiz is tomorrow.  Flash Cards are also due.
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, January 24th

Lesson Objectives - Students will participate in a Sentence Share for Vocabulary Unit 9.  They will then continue their study of Harriet Tubman with a biographical essay, "Harriet Tubman: Conductor of the Underground Railroad" with the help of close reading questions.  They may use some time to begin researching this historic figure for the Abolitionists Hall of Fame project.  

Achieve 3000 - Complete the following articles and assignments before midnight on Monday. 

• September 1861: The Union Tries to Make Gains
• January 1862: Another Win For the South

Homework - "Harriet Tubman" quiz is tomorrow.
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).

Tuesday, January 23rd

Lesson Objectives - Students will create the Flash Cards for Vocabulary Unit 9.  They will then continue their study of Harriet Tubman with a biographical essay, "Harriet Tubman: Conductor of the Underground Railroad."   
Achieve 3000 - Complete the following articles and assignments before midnight on Monday. 

• September 1861: The Union Tries to Make Gains
• January 1862: Another Win For the South

Homework - The second marking period closes on this Thursday!!
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, January 22nd

Lesson Objectives - Students will complete a Word Sort activity for Vocabulary Unit 9.  They will then begin their study of Harriet Tubman with a brief documentary on her life and accomplishments.  Students continue their study of the historical figure with a biographical essay, "Harriet Tubman: Conductor of the Underground Railroad." 
Achieve 3000 - Complete the following articles and assignments before midnight tonight.

• - April 1861 – The First Shots are Fired
  - July 1861 – The Battle of Bull Run

Homework - The second marking period closes on this Thursday!!
 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).

Friday, January 12th

Lesson Objectives - Students will take their Vocabulary Unit 8 quiz.  They will then continue their study of Fredrick Douglass with the Close Reader story, "My Friend Douglass."  Students can use this as a starting point as research for their Performance Task due at the end of Collection 3.  
Homework - December's Reader Response Packet is due ASAP!!
Achieve 3000 - Work on the following 2 articles and their related assignments:

• Civil War and Reconstruction - Two Groups, Rights For All 
• The Secret of Lincoln's Watch
  

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, January 11th

Lesson Objectives - Students will participate in a Graphic Representation activity for Vocabulary Unit 8.  They will then continue their study of the autobiographical piece from Fredrick Douglass.  They will then continue their study of the historical figure with the Close Reader story, "My Friend Douglass."  Students can use this as a starting point as research for their Performance Task due at the end of Collection 3.  
Homework - December's Reader Response Packet is due ASAP!!  Vocabulary Unit 8 quiz and flash cards are due tomorrow.  
Achieve 3000 - Work on the following 2 articles and their related assignments:

• Civil War and Reconstruction - Two Groups, Rights For All 
• The Secret of Lincoln's Watch
  

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, January 10th

Lesson Objectives - Students will participate in a Sentence Share for Vocabulary Unit 8.  They will then continue their study of the autobiographical piece from Fredrick Douglass.  Students can use this as a starting point as research for their Performance Task due at the end of Collection 3.
Homework - December's Reader Response Packet is due ASAP!!  Vocabulary Unit 8 quiz and flash cards are due this Friday.
Achieve 3000 - Work on the following 2 articles and their related assignments:

• Civil War and Reconstruction - Two Groups, Rights For All 
• The Secret of Lincoln's Watch
  

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, January 8th

Lesson Objectives - Students will create their Flash Cards for Vocabulary Unit 8.  They will then review Collection 3 as well as the related Performance Task.  Students will review the concepts of the formats related the autobiographies and biographies before they apply the information to a non-fiction piece on Fredrick Douglass.
Homework - December's Reader Response Packet is due ASAP!!
Achieve 3000 - You have until Monday night to complete the following 2 articles and their related assignments.

• Civil War and Reconstruction - Rights For All
• The Secret of Lincoln's Watch
  

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, January 3rd

Lesson Objectives - Students will complete a Word Sort activity for Vocabulary Unit 8.  They will then preview Collection 3 as well as the related Performance Task.  Students will review the concepts of the formats related the autobiographies and biographies before they apply the information to a non-fiction piece on Fredrick Douglass.
Homework - December's Reader Response Packet is due by Friday, January 5th
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).