Wednesday, February 28th

Lesson Objectives - Today, students will grade each other's vocabulary tests first thing. After this, students will transition into a lesson on identifying theme in poetry. This will be accompanied by a note-taking sheet, and some formative assessment questions to follow. After we've completed the lesson, students will begin reading the poems "Hanging Fire" and "Teenagers" from "Collections". This reading will be accompanied by two more outside poems. Lastly, students will try their own hand at poetry writing about growing up in a google doc that they'll revisit tomorrow.
Homework - The Performance Task is due by the end of class on Friday.  February's Reader Response Packet is due on Monday.
Performance Task - Students will create an "Abolitionists Hall of Fame" either on poster board or via digital means (PowerPoint, Google Slides, Prezi, etc.) 

For each abolitionist, you must include the following information:

• Title Slide (if applicable)
• Timeline information (mention at least 8 events, covering birth and death)
• Explain 3 important facts in paragraph form.
• Picture
• Quotes (2 directly from him/her and 2 from others about him/her)
• Short film clip (if done with computer)

  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, February 23rd

Lesson Objectives - Students will begin class with a Vocabulary graphic representation activity where they'll draw a visual representation of their assigned vocab words in groups. After this, students will participate in a "Partner Read" where they will read the second half of the story and take notes regarding important details and main idea. This activity will be broken up into two parts with a short discussion of their findings at the end of each section. After this is complete, students will participate in a short review game. Homework - Close Reader books are due TODAY.  Make sure you have the following questions completed:

• "My Friend Douglass" - Questions 1-7
• "A Mystery of Heroism" - Questions 1-18
• Civil War Journal" -  Questions 1-5, 7

Performance Task - Students will create an "Abolitionists Hall of Fame" either on poster board or via digital means (PowerPoint, Google Slides, Prezi, etc.) 

For each abolitionist, you must include the following information:

• Title Slide (if applicable)
• Timeline information (mention at least 8 events, covering birth and death)
• Explain 3 important facts in paragraph form.
• Picture
• Quotes (2 directly from him/her and 2 from others about him/her)
• Short film clip (if done with computer)

  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, February 22nd

Lesson Objectives - Students will begin class today with a short film rendition of the story "Marigolds" by Eugenia Collier. During the viewing, they'll be following along with a note taking sheet to compare and contrast the film to the text. After this, students will participate in a "Partner Read" where they will read about half of the story and take notes regarding important details and main idea. This activity will be broken up into two parts with a short discussion of their findings at the end of each section. After this is complete, students will participate in a short review game.
Homework - Close Reader books are due TOMORROW.  Make sure you have the following questions completed:

• "My Friend Douglass" - Questions 1-7
• "A Mystery of Heroism" - Questions 1-18
• Civil War Journal" -  Questions 1-5, 7

Performance Task - Students will create an "Abolitionists Hall of Fame" either on poster board or via digital means (PowerPoint, Google Slides, Prezi, etc.) 

For each abolitionist, you must include the following information:

• Title Slide (if applicable)
• Timeline information (mention at least 8 events, covering birth and death)
• Explain 3 important facts in paragraph form.
• Picture
• Quotes (2 directly from him/her and 2 from others about him/her)
• Short film clip (if done with computer)

  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, February 21st

Lesson Objectives - Students will continue Vocabulary Unit 11 with a Sentence Share activity.  They will then begin new unit "Approaching Adulthood" with a short video clip, and the reading of the story "Marigolds" by Eugenia Collier. After, students will complete a short worksheet "pre-action" follow-up about the story's theme and vocabulary. This worksheet will be administered again at the end of our work within this story. Lastly, students will participate in a online activity within the medium "Padlet". Students will either make a prediction about what will happen next in the story, or how they think the main character has changed.  
Homework - Close Reader books are due THIS FRIDAY.  Make sure you have the following questions completed:

• "My Friend Douglass" - Questions 1-7
• "A Mystery of Heroism" - Questions 1-18
• Civil War Journal" -  Questions 1-5, 7

Performance Task - Students will create an "Abolitionists Hall of Fame" either on poster board or via digital means (PowerPoint, Google Slides, Prezi, etc.) 

For each abolitionist, you must include the following information:

• ·     Title Slide (if applicable)
  ·     Timeline information (mention at least 8 events, covering birth and death)
  ·     Explain 3 important facts in paragraph form.
  ·     Picture
  ·     Quotes (2 directly from him/her and 2 from others about him/her)
  ·      Short film clip (if done with computer)
  
  

  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, February 15th

Lesson Objectives - Students will start Vocabulary Unit 11 with a Word Sort activity.  They will then prepare to analyze Walt Whitman's "O Captain! My Captain!" with Level Up Tutorial regarding the use of symbols in literature.  Students will review their understanding with an informal assessment activity.      Homework - Close Reader books are due on Friday, 2/23.  Make sure you have the following questions completed:

• "My Friend Douglass" - Questions 1-7
• "A Mystery of Heroism" - Questions 1-18
• Civil War Journal" -  Questions 1-5, 7

Achieve 3000 - Complete the following assignments before midnight on Monday.  This marking period, students are responsible for these assignments.

• "Freeing the Slaves"
• "Olympic Highlights"

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).