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August-December, 2019

 

 

Unit 1: The Challenge of Herosim (SpringBoard)

 

Goals:

  • To create an illustrated narrative based on the Hero's Journey archetype.
  • To analyze and synthesize a variety of texts to develop an original definition of hero.
  • To analyze and evaluate expository texts for ideas, structure, and language.
  • To develop expository texts using strategies of definition.
Academic Vocabulary:
  • context    
  • technique
  • concise
  • synonyms
  • antonyms
  • function
  • negation
Literary Terms:
  • archetype
  • imagery
  • details
  • setting
  • point of view
  • conflict
  • mood
  • protagonist
  • plot
  • pacing
  • epic
  • tone
  • diction
  • denotation
  • connotation
  • nuance
  • definition essay
  • allegory
  • formal style
  • informal style
  • coherence
  • thesis
Embedded Assessments:
  • Writing a Hero's Journey Narrative
  • Writing a Definiton Essay
Independent Reading:
  • Narratives about mythological heroes 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STANDARD(S):ELACC8W2: write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis  of relevant content.


OPENING 

Warm-Up: Every-Day Edit/Silent Reading/ Identifying Theme/main ideas/Persuavise Writing (Introductory Paragraph Review) Questions 1-5

PACING: 5 Days

WORK SESSION: Youtube video-Danger of handheld devices and safe driving

(Cellphones and driving as dangerous as we think) Pagen164 SpringBoard

Text Compexity - 1410 L (Very complex for ELL & SPED)

Vocabulary: Ordinance, Consensus, Prohibition, Conclusive, Intoxicated - page 164-165

TW work with students as they brianstorm the vocabulary words.

Frist Read: Audio 

Second Read: Paired reading with a partner/small group with teachers.

Students will work together to complete text-dependent questions 2,3, 4,5, & 6.

Checkpoint: Based on this passage you have read, write a paragraph that states a claim about cellphone use while driving. Be sure to 

1. State your claim
2. Incorporate evidence by using embedded quotations


Start working on your embedded assessment:  (Students will be allowed to use their phones in class to research important informations to be included in the embedded assessment)


Guided Practice: TW direct students to pg. 171 in text for embedded assessment

Grp/Indep Practice:  Embedded Assessment: Students will write an essay in which they convince an audience to support your claim about a debatable idea.Students will use their research and experience or observations to support their argument. Students will brainstorm ideas for topic. Topic must be approved by the teacher. After topic is selected students will create thinking map (flee) and begin completing thinking map.

Checking For Understanding: Practice: Argument Writing Prompt: Page 150 SpringBoard
Think of a topic that is important to you and write a paragraph that details your position. Decide whether you are going to make the argument using mostly logos, ethos, or pathos appeals. Be sure to:

1. Provide a clear claim, thesis or topic statement outlining your position.
2. Use primirarily one form of appeal to shape your writing.
3. Review your work for correct subject-verb agreement.


Differentiation: Students will work in groups, dictionary, Multi-Flow map, Tree Map, Summarizing, scaffolding, rephrasing, marking the text, graphic organizer, choral reading, think-aloud, audio-book, discussion groups, share and respond, brainstroming & frequent checking for understanding.

CLOSING
Summary: Students will share orally by providing a one-sentence answer using persuasive appeal to tell us if texting and driving is good or bad based on their opinion.

Technology/Materials: Smartboard, text, double-bubble map, dictionaries, thesaurus, cellphones, laptop, & Mini Lab (ELL & SPED)

Assessments: Formative- TW collect/grade Writing to Sources: Argument 

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Tue 03/26
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STANDARD(S):ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details



OPENING 

Warm-Up: Every-Day Edit/Silent Reading/ Identifying Theme/main ideas/Persuavise Writing (Introductory Paragraph Review) Questions 1-5


WORK SESSION 
Guided Practice: Review PowerPoint/Notes on Argumentative Essay/Short Video Clip

How to write an argumentative essay

Image 1. In order to write an argumentative essay, students first need to research the topic and find evidence to support their claims.

Photo from Pexels 
In an argumentative essay, the goal is to persuade the reader to agree with your point of view. It is crucial to have an interesting topic, a fair position, strong evidence and persuasive language.

Find A Good Topic
To find good topic, come up with several issues. Choose a few that spark at least two conflicting points of view. As you look over a list of topics, find one that really excites your interest. If you're not interested in the topic, it will probably show in your writing. Although a strong interest in a topic is important, it doesn't replace a strong argument. You have to take a position you can back up with reasoning and evidence. It's one thing to have a strong belief, but you'll have to explain why your belief is reasonable and logical. 
By ThoughtCo.com, adapted by Newsela staff on 12.19.17

REVIEW VOCABULARY FOR ARGUMENTATIVE ESSAY TEST



Start working on your embedded assessment: (Students will be allowed to use their phones in class to research important informations to be included in the embedded assessment)


Guided Practice: TW direct students to pg. 171 in text for embedded assessment

Grp/Indep Practice:  Embedded Assessment: Students will write an essay in which they convince an audience to support your claim about a debatable idea.Students will use their research and experience or observations to support their argument. Students will brainstorm ideas for topic. Topic must be approved by the teacher. After topic is selected students will create thinking map (flee) and begin completing thinking map.


Checking For Understanding: Practice: Argument Writing Prompt: Page 150 SpringBoard
Think of a topic that is important to you and write a paragraph that details your position. Decide whether you are going to make the argument using mostly logos, ethos, or pathos appeals. Be sure to:

1. Provide a clear claim, thesis or topic statement outlining your position.
2. Use primirarily one form of appeal to shape your writing.
3. Review your work for correct subject-verb agreement.



Terms: claim, counter claim, pro, con, reason, evidence


Differentiation: Students will work in groups, dictionary, Multi-Flow map, Tree Map, Summarizing, scaffolding, rephrasing, marking the text, graphic organizer, choral reading, think-aloud, audio-book, discussion groups, share and respond, brainstroming & frequent checking for understanding.

CLOSING
Summary:  Debrief/Discussion. Students will share orally by providing a one-sentence answer using persuasive appeal to tell us if texting and driving is good or bad based on their opinion.

Technology/Materials:  dictionaries, thesaurus, cellphones, laptop, & Mini Lab (ELL & SPED)

Assessments: Formative- TW collect/grade Writing to Sources: Argument 




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Wed 03/27
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STANDARD(S):ELACC8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details



OPENING 

Warm-Up:  ARGUMENTATIVE ESSAY  VOCABULARY TEST

 

 

WORK SESSION 

 

Start working on your embedded assessment: (Students will be allowed to use their phones in class to research important informations to be included in the embedded assessment)


Guided Practice: TW direct students to pg. 171 in text for embedded assessment.

Students will be moved to small group with Dr. Mukoro (ELL & SPED)

Grp/Indep Practice:  Embedded Assessment: Students will write an essay in which they convince an audience to support your claim about a debatable idea.Students will use their research and experience or observations to support their argument. Students will brainstorm ideas for topic. Topic must be approved by the teacher. After topic is selected students will create thinking map (flee) and begin completing thinking map.


Checking For Understanding: Practice: Argument Writing Prompt: Page 150 SpringBoard
Think of a topic that is important to you and write a paragraph that details your position. Decide whether you are going to make the argument using mostly logos, ethos, or pathos appeals. Be sure to:

1. Provide a clear claim, thesis or topic statement outlining your position.
2. Use primirarily one form of appeal to shape your writing.
3. Review your work for correct subject-verb agreement.



Terms: claim, counter claim, pro, con, reason, evidence


Differentiation: Students will work in groups, dictionary, Multi-Flow map, Tree Map, Summarizing, scaffolding, rephrasing, marking the text, graphic organizer, choral reading, think-aloud, audio-book, discussion groups, share and respond, brainstroming & frequent checking for understanding.

CLOSING
Summary:  Debrief/Discussion. Students will share orally by providing a one-sentence answer using persuasive appeal to tell us if texting and driving is good or bad based on their opinion.

Technology/Materials: Smartboard, text, double-bubble map,  dictionaries, thesaurus, cellphones, laptop, & Mini Lab (ELL & SPED)

Assessments: Formative- TW collect/grade Writing to Sources: Argument 



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Thu 03/28
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COMPUTER LAB (4th & 5th Period stay in class)

STANDARD(S):ELACC8W2: write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis  of relevant content.

OPENING 

Warm-Up: Flocabulary (Parts of an essay/thesis) Main Idea/Persuasive Appeal

WORK SESSION 
Guided Practice: Class will review writing prompt and requirements (Flocabulary)

Grp/Indep Practice: Students will continue writing rough draft of multi paragraph essay. Students will research and cite sources to support their claim using cellphones/laptops/computer lab. TW remind students to include a variety of sentences. Students will peer review final draft today. Teachers will also assist students in reviewning draft.

SPED STUDENTS WILL WORK IN THE COMPUTER LAB TO TYPE ESSAY

Differentiation: TW provide sentence starters to assist students will writing complete paragraphs,teacher will have list of transition words to be included, brainstorming ideas with students, think-pair-share-write, noteoutline if necessary. Extended time.

CLOSING
Summary: Have students who finished essay to present their argument in class.

Technology/Materials: dictionaries, thesaurus, cellphones, laptop, & Mini Lab (ELL & SPED)

Assessments: Formative- TW check/grade rough draft for accuracy

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Fri 03/29
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STANDARD(S):ELACC8W2: write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis  of relevant content.


OPENING 

Warm-Up: Reading Logs/Persuasive Writing practice/flocabulary (Essay)

WORK SESSION 
Guided Practice: TW direct students to pg. 171 in text for embedded assessment

Grp/Indep Practice:  Embedded Assessment: Students will write an argumentative essay in which they convince an audience to support your claim about a debatable idea.Students will use their research and experience or observations to support their argument. Students will brainstorm ideas for topic. 

Final Essay is Due today: ELL & SPED students will have one claim, one premise to support claim, two supporting details, one counterclaim, and a conclusion.

General Education Students:  One Claim, two premise to support claim, two supporting details, one counterclaim, and a conclusion.

All students must meet the basic requirement stated in the final essay for ELL & SPED students. 

Checking For Understanding: Practice: Argument Writing Prompt: Page 150 SpringBoard
Think of a topic that is important to you and write a paragraph that details your position. Decide whether you are going to make the argument using mostly logos, ethos, or pathos appeals. Be sure to:

1. Provide a clear claim, thesis or topic statement outlining your position.
2. Use primirarily one form of appeal to shape your writing.
3. Review your work for correct subject-verb agreement.


Differentiation: Students will work in groups, dictionary, Multi-Flow map, Tree Map, Summarizing, scaffolding, rephrasing, marking the text, graphic organizer, choral reading, think-aloud, audio-book, discussion groups, share and respond, brainstroming & frequent checking for understanding.

CLOSING
Summary: Have students who finished essay to present their argument in class.

Technology/Materials: dictionaries, thesaurus, cellphones, laptop, & Mini Lab (ELL & SPED)

Assessments: Formative- TW check/grade rough draft for accuracy

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Week of: March 11-15, 2019

 

STANDARD(S):ELACC8RL2: 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

 


Learning Target: Evaluate a writer's ideas, point of view, or purpose in an argumentative essay.

 

  • Determine how the writer manages counterclaims.
  • Identify and apply the six elements of argumentation

 

PACING: 2 DAYS

W.8.2.a Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information into broader categories.

OPENING 

 

Warm-Up: Everyday Edit/ Main Idea practice/Silent reading (Complete log)



WORK SESSION:
Guided Practice:  

Grp/Indep Practice: TW review the six elements of argumentation (Flocabulary/PPT)

Students will turn to pagew 145 & 146 TW read Preview & Setting a purpose for Reading on page 145.

Private Eyes Activity 2.11 (Students will complete the graphic organizer on page 147 with a partner for a grade)

Students will turn to page 146 & 146, they will work with partners to complete questions 1-7.

Differentiation: Chunking, discussion groups, Close Reading, Rereading, Paraphrasing, Marking the text, Shared reading,  Scaffolding, Summarizing, Skimming/Scanning, Think-Pair-Share, & Think Aloud. 

Teachers will walk around with students as they complete questions with partners or in a group of 4. 

SPED/ELL: Audio-book will be utilized in class, and page 146-147 will be projected visually, after 30 minutes for students to self-correct their work.


CLOSING
Summary: Students orally answer the Key ideas and details question as teacher check for understanding.

Technology/Materials: novel, Smartboard, handout

Assessments: formatiave- TW grade questions 1-7 

STANDARD(S):ELACC8RL2: 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


Learning Target: Evaluate a writer's ideas, point of view, or purpose in an argumentative essay.

  • Determine how the writer manages counterclaims.
  • Identify and apply the six elements of argumentation

PACING: 2 DAYS

W.8.2.a Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information into broader categories.

OPENING 

Warm-Up: Everyday Edit/ Main Idea practice/Silent reading (Complete log)



WORK SESSION:
Guided Practice:  

Grp/Indep Practice: TW review the six elements of argumentation (Flocabulary/PPT)

Students will turn to pagew 145 & 146 TW read Preview & Setting a purpose for Reading on page 145.

Private Eyes Activity 2.11 (Students will complete the graphic organizer on page 147 with a partner for a grade)

Students will turn to page 146 & 146, they will work with partners to complete questions 1-7.

Differentiation: Chunking, discussion groups, Close Reading, Rereading, Paraphrasing, Marking the text, Shared reading,  Scaffolding, Summarizing, Skimming/Scanning, Think-Pair-Share, & Think Aloud. 

Teachers will walk around with students as they complete questions with partners or in a group of 4. 

SPED/ELL: Audio-book will be utilized in class, and page 146-147 will be projected visually, after 30 minutes for students to self-correct their work.


CLOSING
Summary: Students orally answer the Key ideas and details question as teacher check for understanding.

Technology/Materials: novel, Smartboard, handout

Assessments: formatiave- TW grade questions 1-7 

STANDARD(S):ELACC8RL2: 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


Learning Target: Evaluate a writer's ideas, point of view, or purpose in an argumentative essay.

  • Determine how the writer manages counterclaims.
  • Identify and apply the six elements of argumentation

PACING: 2 DAYS

W.8.2.a Introduce a topic clearly, previewing what is to follow, organize ideas, concepts, and information into broader categories.

OPENING 

Warm-Up: Everyday Edit/ Main Idea practice/Silent reading (Complete log)



WORK SESSION:
Guided Practice:  

Grp/Indep Practice: TW review the six elements of argumentation (Flocabulary/PPT)

Students will turn to pagew 145 & 146 TW read Preview & Setting a purpose for Reading on page 145.

Private Eyes Activity 2.11 (Students will complete the graphic organizer on page 147 with a partner for a grade)

Students will turn to page 146 & 146, they will work with partners to complete questions 1-7.

Differentiation: Chunking, discussion groups, Close Reading, Rereading, Paraphrasing, Marking the text, Shared reading,  Scaffolding, Summarizing, Skimming/Scanning, Think-Pair-Share, & Think Aloud. 

Teachers will walk around with students as they complete questions with partners or in a group of 4. 

SPED/ELL: Audio-book will be utilized in class, and page 146-147 will be projected visually, after 30 minutes for students to self-correct their work.


CLOSING
Summary: Students orally answer the Key ideas and details question as teacher check for understanding.

Technology/Materials: novel, Smartboard, handout

Assessments: formatiave- TW grade questions 1-7 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week of 1/28-2/1/2019

 

Novel Study: The Giver

  • Read and discuss Chapters 4-10
  • Answer Text-Dependent Questions (complete packets)
  • Independent Reading Log due Friday...you may NOT use The Giver for this assignment!

 

 

 

Week of 1/21-25/2019

 

Novel Study: The Giver

  • Compare and Contrast Utopia & Dystopia
  • Research Characters
  • Writing Prompt: Societal Structure
  • Read and Discuss Chapters 1-3

 

Homework: Independent Reading for Reading Logs due each week!

 

 

 

 

Week of 1/7-11/2019

Unit 2: The Challenge of Utopia

 

Learning Targets: 

  • Analyze and explain how a writer uses the compare/contrast structure to communicate ideas.
  • Write a paragraph that demonstrates an ability to use compare/contrast organizational structure.

Learning Strategies:

  • Graphic Organizer
  • QHT
  • Close Reading
  • Marking the Text
  • Summarizing
  • Rereading
  • Brainstorming
  • Drafting

 

 

Week of 11/26-30/2018

 

Learning Targets:

 

  • Examine and appropriately apply transitions and embedded quotations to create coherence in writing.
  • Examine and analyze examples of the negation strategy of definition.
  • Apply the negation strategy to a new topic.
  • Identify and evaluate the effectiveness of the structural elements of a definition essay.
  • Draft a thesis and outline ideas for a definition essay.

 

Resource: SpringBoard Activities 1.14-1.16, pages 85-100

 

 

 

 

Week of 10/22-26/2018

 

ASSIGNMENT: Think about the heroes you have encountered in fiction and real life. What type of hero appeals to you? Write a narrative (story) of your hero's journey. Create a brochure, collage, poster or visual of your choice about an original hero.

 

Checklist: Hero's Journey Narrative

 

1. What characteristics will my hero possess that makes him or her a hero?

2. How will I introduce my hero? (HOOK) 

3. How can I use details and description to create my hero?

4. How will I sequence events logically and naturally? (Thinking Map)

5. How will I provide a conclusion to my narrative?

 

Use transition words, imagery, and emphasis to describe your hero.

 

Proofread and edit your narrative to demonstrate command of standard English, capitalization, punctuation, spelling, grammar, and usage.

 

DUE DATES: Rough draft -10/23

                         Final draft - 10/24

                         Presentations - 10/25 and 10/26

 

 

Week of 9/10-9/14/2018

 

Learning Target: Analyze a story for archetypal structure and narrative techniques.

 

"The Drummer Boy of Shiloh" pages 16-20 read, discuss, identify and evaluate narrative elements.

 

Reading Log due every Friday

 

Computer Lab on Friday, 9/14 (begin research for Hero Project)

 

 

 

Week of 9/3-9/7/2018

 

Learning Target: Analyze the imagery in a poem to understand how it reveals an idea or theme.

 

Students will read, answer text-dependent questions, and discuss the poem, Ithaka by C.P. Cavafy in SpringBoard text pages 13-15.

 

Learning Strategies: Marking the Text, Close Reading, Diffusing, Rereading, Summarizing, Sketching, Visualizing

 

 

 

Week of 8/20-8/24, 2018

 

This week we will analyze how a film uses the Hero's Journey to structure its plot. The archetype of the Hero's Journey describes a plot pattern that shows the development of a hero. We will study the stages of the Hero's Journey archetype using a graphic organizer and use metacognitive markers to indicate the students' level of understanding.

 

RI: Reading Inventory to test Lexile levels will be administered on Wednesday, 8/22. Please continue to READ, READ, READ!

 

 

Week of 8/13-8/17, 2018

 

We have begun "unpacking" Unit 1 in SpringBoard. This is our introduction to the text that we will be studying this year. The Challenge of Heroism will be our focus of study. 

 

Goals: to create and present an original illustrated narrative based on the Hero's Journey archetype; to analyze and synthesize a variety of texts to develop an original defnition of hero;

to analyze and evaluate explanatory texts for ideas, structure, and language; to develop explanatory texts using strategies of definition

 

Academic Vocabulary: context, concise, nuance, function, negation, coherence

 

Literary Terms: archetype, imagery, setting, point of view, conflict, mood, plot, pacing, epic, tone, diction, denotation, connotation, allegory

 

Learning Strategies: Think-Pair-Share, QHT, Close Reading, Marking the Text, Paraphrasing, Graphic Organizers, Note-taking

 

 

 

 

Week of 3/12-16, 2018

 

 

We are gradually moving to the end of the Quarter and we have a big project to complete for the final grade. The project is due on 03/13/18 and we shall start the presentation of your project. You will be allowed time in class to complete the project. Today you will visit the computer lab to research important information to include in your project. I cannot tell you enough to use your time wisely. 

 

You MUST create the following:

 

Name of your Utopia.

 

A motto that represents – contains your community’s beliefs.

 

A flag to represent your society

 

Ten rules to govern your society

 

MUST address five (5) of the following topics in bold within your project:

 

*Government *Education *Family *Housing *Employment *Money *Transportation *Climate *Recreation *Technology

 

You MUST create one of the following to share-present your community’s beliefs:

 

Project Ideas:

 

◦1. Speech showdown (2 students who will battle it out to get the class to vote for their presentation)

 

2. Create your own Utopia brochure.

 

3. Informational Brochure/Real Life Communities (these communities really do exist, and its, members have a reason for wanting to separate themselves from the outside world) example Amish Community

 

4. Poster board, your goal is to draw a perfect society using pictures, and you will include all the information listed above.

 

5. PowerPoint presentation: Create your own Utopian and include all the information listed above.

 

6. Utopian Flipbook, your goal is to create an informational flipbook that should include sections of your community (this is a lot of writing) don’t choose to complete a flipbook if you hate to write.

 

I am also including an alternative project you have the right to work on any of these activities or better still create your own project based on your interest. Remember the requirements written above. I gave everyone a copy of the required project in class yesterday, but you can change your mind at anytime based on your strengths.

 

 

Week of October 2-5, 2017

Current Unit of Study: SpringBoard, Unit 1: The Challenge of Heroism

 

Everyday Edits: Students receive paragraphs which contain 10 errors. Their task is to find and correct the errors that include grammar, usage, spelling, and punctuation. These assignments are completed as warm-ups three times weekly.

 

SpringBoard is our new book adoption for English/Language Arts. This is a consumable (workbook) that is housed in my classroom, so the student will not bring it home to complete assigned work.

 

IAN (Interactive Notebook):Students use their Interactive Notebooks to take notes, enter vocabulary terms and definitions, graphic organizers, Thinking Maps, etc. These will be brought home to use for  studying and completing homework assignments.

 

 

 

Weeks of December 5-21, 2016

 

Novel Study: Students are currently participating in a novel study of The House on Mango Street. We have used various methods to improve our comprehension and vocabulary skills as we read and discuss the development of the central idea of the text, including its relationship to the  characters, setting, and plot. 

 

 

 

Persuasive/Argumentative Writing is our focus this week. Students are learning how to pick a side regarding an issue that could be debated. They will then produce three reasons for their stances and find relevant supporting evidence through research.

 

The BOOK FAIR is being held this week at ECMS. Students watched a preview video and are excited about the selection available this year. Pick some books and READ, READ, READ!!!

 

 

Week of August 22-26, 2016

 

Welcome to 8th grade Language Arts! We have begun the year working on our organizational skills by developing our Interactive Notebooks aka IANStudents will be able to locate and reference all assignments in one place. We are excited about our "IANs" and look forward to putting them to good use.

 

Everyday Edits are being utilized to assist with those skills needed to produce high quality writing. Students find and correct 10 errors in a given text within a certain time period. They now look forward to these, and their skills are already sharpening.

 

Our first piece of Narrative Writing is under construction. Students are writing about their futures...how they view their educational, career, and personal lives in the next 10-20 years. So far, so good! Bright futures are in store for my students!! :)

 

 

 

 

Week of March 14-18, 2016

 

Happy Pi Day!

 

We are currently immersed in our poetry unit. Students are reading different types of poems and using their critical thinking skills to analyze them. We will culminate the unit with an Open Mic Poetry Slam where students will present some of their favorites on Thursday and Friday of this week.

 

Everyday Edits are being used as classwork to improve our grammar and writing skills. The students enjoy them and have gotten better at finding errors as the weeks go by.

 

Week of January 25 -29, 2016

 

This week's focus is Expository Writing. Students will continue to use the RACE Strategy to produce constructed and extended responses from informational text. We will extend the unit by producing essays that reflect a time when students' hard work paid off using a character from a piece of literary text as inspiration.

 

Week of January 4-8, 2016

 

Happy New Year and Welcome Back! I hope you enjoyed a relaxing holiday break!!

 

This week's focus will be the RACE Strategy. RACE = Restate, Answer, Cite, and Explain. Students will be afforded numerous opportunities to read given and chosen passages throughout the week. 

 

We will visit the Media Center for book check-out on Tuesday, January 5.

 

The Windows Lab has been reserved for Friday, January 8 to incorporate the use of technology into our lessons.

 

Week of November 30-December 4, 2015

 

Expository Writing is our focus this week. Students will participate in various activities to review writing techniques from this genre.

 

We will visit the Media Center on Tuesday, December 1 to check out books in hopes of fostering a love of reading. Excellence is a habit formed through consistent practice. Read, read, read!

 

The 8th Grade Counselor, Mrs. "G", will offer a guidance session on Wednesday, December 2 to introduce our students to high school academic requirements.

 

The Windows Lab will be visited on Friday, December 4 to reinforce reading  and writing skills covered this semester.

 

Week of November 9-13, 2015

 

This week we will focus on the literary elements of Mood and Tone. The text for the week will be The Monkey's Paw, a story about superstitions, fitting for a week ending on a Friday the 13th! :)

 

We will visit the Media Center on Tuesday, November 10th. Please bring your library books to class in order to return them and check out new ones. Remember, Readers Are Leaders!

 

Week of November 2-6, 2015

 

Figurative Language is our focus this week. The Learning Target reads: "I can identify figurative language techniques."

 

We will use various media to review these techniques including: Flocabulary, poetry books, Brainpop, and SkillsTutor.

 

Students will also produce a Figurative Language Booklet to demonstrate mastery of the standard.

 

Week of October 26-30, 2015

 

This week's focus is persuasive advertising techniques. Students will analyze the purpose of information presented in diverse media formats and evaluate the motives.

 

We will visit the Media Center on Tuesday, October 27th.

 

On Wednesday, October 28th, students will take the Scholastic Reading Inventory (SRI) to determine their reading lexile levels.

 

We are participating in RED RIBBON WEEK this week. Students will take a pledge to be drug-free and dress up in themed attire each day.

 

 

 

Week of October 19-23, 2015

 

Students will continue to write in the Argumentative/Persuasive format this week. We will utilize the Windows Lab on Monday, 10/19 and the Learning Lab on Friday, 10/23 to enhance the process.

 

We will also help to brighten the lives of troops serving our country overseas by writing Thank You letters that will be sent to them in Thanksgiving Care Packages through the "Bert's Big Thank You" project.

 

The Book Fair is going on this week at East Cobb Middle School. We have previewed the contents and will visit the fair on Wednesday, 10/21. Students may shop for books using cash or credit only. It has been requested that parents not send in checks.

 

Conference Week is this week, so students will be dismissed at 2:15 each day.

 

Week of October 12-16, 2015

 

Students will continue the Argumentative Writing Unit this week. They will be given the opportunity to choose intriguing topics, determine their positions on the stated topics, and then produce essays that include details to support their claims.

 

We will visit the Media Center on Tuesday, October 13. Don't forget to bring your library book to class!

 

PSAT Testing will take place on Thursday, October 15. Make-ups will be given on Friday, October 16 to students who are not present on Thursday.

 

Week of October 5-9, 2015

 

We will review Raymond's Run in a variety of ways before taking the test on Wednesday to end our study of the story.

 

The Argumentative Writing Unit will be introduced through the utilization of student debates to increase students' knowledge of effective argument and persuasion techniques.

 

Week of September 28-October 2, 2015

 

Welcome back to school! I hope your enjoyed your Fall Break and have returned refreshed and ready to learn something new!

 

This week's focus is plot. We will review elements of plot and inferencing. Raymond's Run will be the highlighted text. We will hold class in the Annex Computer Lab on Monday where we will utilize programs to enhance our study of plot.

 

On Tuesday, we will visit the Media Center for book check-out. Please bring your library books with you to class on that day to ensure that you may check out a new book.

 

 

 

Week of September 14-18, 2015


We have wrapped up our study of theme with a quiz and are moving on to this week's focus, plot. Students will be immersed in literary works to determine the rising  action, climax, falling action, and resolution of stories using plot diagrams and Thinking Maps.

 

The media center and computer lab will be used to enhance our studies.

 

Learning stations will be utilized for remediation and enrichment in the areas of grammar and literature.

 

Week of September 7-11, 2015

 

This week we will continue our Reader's Workshop with a focus on the literary element of theme. We will read several selections from the literature text, Dr. Seuss, and Readers' Journey. Video clips will be included as an enrichment to assist the students in determining the theme the author of each work is conveying.

 

We will meet in the Computer Lab to enhance our study of theme on Friday, September 11.

 

Week of August 31-September 4, 2015

 

This week we continue our study of "Flowers for Algernon" through independent reading, group activities, comparing and contrasting various media, and assessment.

 

We will visit the Media Center for book check-out on Tuesday, September 1.

 

 

Week of August 24-28, 2015

 

This week we will begin our first Reader's Workshop. The text is "Flowers for Algernon" which is a selection found in our literature textbook. We will begin the week with vocabulary instruction and discussions of topics related to the text in order to prepare for reading. Journal entries will be tied to the text as well. We plan to spend two weeks on this selection and activities connected to it.

 

Week of August 17-21, 2015

 

This week we completed our Narrative Essay.

 

We are currently working on a mini-project on The Parts of Speech.

Students have enjoyed Grammar Rock (remember those?) and Flocabulary video clips to assist with their work sessions.

 

We also checked out books from the Media Center for the first time this year. Please encourage your children to read daily. Readers Are Leaders!

 

Week of August 10-14, 2015



Hello and welcome to my blog! I'm excited to be teaching 8th grade ELA this year!! :)

 

We will begin the year with a Narrative Writing Unit. Students will visualize their lives in the future, share their dreams, and set goals. Through the use of Thinking Maps, they will define in context, classify, and put into sequence their plans. 

 

A review of the Writing Process will assist the students in writing from the maps in order to produce a final product that they will publish.