May 11-15, 2020
Learning Target: Analyze an excerpt of a Holocaust narrative.
This will be our last week! To wrap up the unit, you will read, The Boy in the Stripped Pajamas on pgs. 195-198. After reading and analyzing the text, please complete the writing prompts below:
On-level: Write a 1 page review of the narrative. Rate the narrative on a scale of 1 thru 10 and discuss who should/should not read it and why.
AC: Is it easier to be brave if you don't know how dangerous a situation is? Discuss whether Bruno is a brave boy or a coward. Include textual evidence to support your response. (1 page)
Due to the close of the school year, this final assignment will be due on Thursday, May 14th so that I will have time to finalize grades. Thank you for your diligence in working weekly to maintain necessary skills. Have a great summer break and stay healthy!
Additional Resources:
SpringBoard Workbook ELA 8th Grade.pdf (Springboard text)
May 4-8, 2020
Learning Target: Analyze how dialogue is used in a play to develop character or plot and to reveal theme
Good Morning! We will continue our study of the Holocaust as it relates to the dark days in history. This week you will read a scene from the play based on Diary of Anne Frank (pgs. 189-193) from the actual diary of Anne Frank, a jewish teenager in Amsterdam during World War II. She and her family and four other people avoided discovery by the Nazis for two years by living in a hidden attic. As you read, below are some key ideas to focus on:
Why is Mrs. Frank so angry?
Why is news of the invasion so important?
How does Miep's news change the tone of the scene?
After you read the play answer the prompt below.Please include a topic sentence, details, transtion words, textual evidence, and a conclusion. Take a picture of the writing and email to me by Monday, May 10th.
Prompt: Reflect on what it would be like to live in an Annex and have limited personal possessions.
Additional Resources:
SpringBoard Workbook ELA 8th Grade.pdf (Springboard text)
April 27- May 1, 2020
Learning Target: Define and analyze allegory in literature
Happy Monday! This week you will revisit the term allegory. An allegory is a story, poem, or picture that can be represented to reveal a hidden meaning. Our first introduction to allegory was the poem we read, "O Captain, My Captain" where the captain represented the death of Abraham Lincoln. Below is a clip of more examples of allegory in movies:
https://www.youtube.com/watch?v=DyCzLYd17ZI
You will view a short video entitled, The Terrible Things by Eve Bunting. This video is an allegory of the Holocaust. Pay attention to the animals' reactions. Afterwards, complete the graphic organizer on pgs. 176, 177. Take a picture of both pages and email to me. The graphic organizer is due by Monday, May 4th.
Video: https://www.youtube.com/watch?v=8KsAvtHsyY0
Additional Resources:
SpringBoard Workbook ELA 8th Grade.pdf (Springboard text)
April 20-24, 2020
Learning Target: Analyze an excerpt from an autobiographical narrative and a pem and explain the thematic connection between the texts.
Good Morning, I hope everyone is safe and healthy. This week we will begin Unit 3, "The Challenge to Make a Difference." You will be reading an autobiographical narrative and a poem and compare/contrast the theme (author's message) You will also view short video clips that provide background information into the dark passages in history surrounding the Holocust.
Read:
Memoir-"Night" pg. 171-172
Poem- "First They Came For The Communists" pg. 173
After reading both the autobiographical narrative and the poem answer the writing prompt below. Remember to answer in complete sentences and provide at least two peices of textual evidence to support your answer. This will be due on Monday, April 27th. Please take a picture of your written response and email it to me. Remember, I am available everyday from 10:30 a.m. until 12 noon for questions and concerns.
Prompt: How is the autobiographical narrative's theme (message) similar to and different from the poem's theme (message)?
Videos:
https://www.youtube.com/watch?v=sB4Nc4AFjMQ
https://www.youtube.com/watch?v=MWJyjAYyF8E
https://www.youtube.com/watch?v=qnEllhLF6ww
https://www.youtube.com/watch?v=iQeDvnapdlg
Additional Resources:
SpringBoard Workbook ELA 8th Grade.pdf (Springboard text)
April 13-17, 2020
Good Morning, I hope you had an enjoyable Spring Break! This week we will move forward in our Springboard text and begin Unit 3, The Challenge to Make a Difference beginning on pg.175. As always we will unpack the unit to get a brief snapshot of expectations, goals, and objectives. You will create a poster unpacking the unit. Your poster should include: color, all required information, a symbol that represents the unit, and it must be neat. The poster will be due on Monday, April 20th. You can take a picture and email your poster to me. Below are the directions for the poster and the link for the online Springboard text, under additional resources. In addition, to continue with ECMS's goal of increasing independent reading time, please select at least one article to read weekly on newsela.com. The more you read, the better reader you become!
Requirements:
-Visual that represents the unit
- Four elements of a story
- One "WOW" ( interesting)
- One Vocabulary word you know + meaning (blue)
- One "WHOA" (challenging)
- One vocabulary word you dont know (red)
- Essential questions
- The major text we will be reading
- Embedded Assessments + page numbers
- One goal you are looking forward to achieving
- Genres you will be reading in this unit
As a reminder, ECMS is 1 of 8 schools that is providing food for students every Monday from 11-1 p.m. The Cafe' is providing breakfast and lunch for the entire week. Cars need to go through the carpool lane to receive the food. This service is available to any student, not just ECMS students. Also, please make sure to keep up with current information from the County regarding the rest of the school year and grading. Have an fantabulous week and stay healthy.
Additional Resources:
SpringBoard Workbook ELA 8th Grade.pdf (Springboard text)
March 30-April 3, 2020
Good morning, I hope this week finds you all safe and healthy. This week all of your assignments will come from IXL. IXL is an excellent online tool and allows for practice/review that aligns with GA Standards. As a reminder, you sign in using the same password you use for math and science. Only complete the lessons I assign. This week you will review/practice the following skills:
- context clues to identify the meaning of a word
- identifying appeals to ethos, pathos, and logos
- comparing information from two texts
I understand that you have assignments from all of your subjects so you will have the entire week to complete these lessons. Pace yourself so that you will not be overwhelmed. As a reminder, I will be available everyday from 10:30 a.m. until 12 noon if you have questions or concerns. Also, I have been adding interesting articles daily in newsela.com as a way to continue practice reading. The more you read the better reader you become. There will be no assigments next week for Spring Break! Stay safe, healthy, and see you soon. Below please find a message from Wheeler concerning 9th grade registration.
Students will be able to view their course requests in StudentVue Monday 3/30 through Thursday 4/2 and can submit changes through an online form. The deadline to submit changes will be Thursday 4/2 at 11:59pm. There is a video with directions and information about what their course requests should look like on the course registration page on the Wheeler High School website http://www.cobbk12.org/wheeler/Electives_Registration.aspx
Additional Resources:
https://newsela.com/
SpringBoard Workbook ELA 8th Grade.pdf
https://thejournal.com/articles/2020/03/13/free-resources-ed-tech-companies-step-up-during-coronavirus-outbreak.aspx
https://www.marketplace.org/2020/03/20/heres-what-to-read-and-stream-for-free-during-the-covid-19-pandemic/
https://web.cobbk12.org/eastcobb/page/14732/tutor-atl
March 23-27, 2020
Happy Monday! Please make sure to check the blog weekly, as I will be posting different assignments every week. This week you will use Flipgrid to create an argumentative video. Choose a controversial topic and you will have 90 seconds to argue your topic. Think back to the "Big Mac vs. Whopper" writing assignment we did in class. Remember to include all elements of an argument: claim, reasons, evidence, counter-claim and rebuttal. Refer to your IAN if needed. Select a topic you are interested in and remember your evidence must be fact based, not your opinion. Click the link below to sign in. Click on the green plus to begin your video. This video has a cut-off date of March 27th! If for any reason you cannot log-on or create your video, please go to IXL.com for assigned lessons. See you soon and stay healthy!
Monday
Flipgrid- argumentative video or IXL
Wednesday
Flipgrid- argumentative video or IXL
Additional Resources:
https://newsela.com/
SpringBoard Workbook ELA 8th Grade.pdf
https://thejournal.com/articles/2020/03/13/free-resources-ed-tech-companies-step-up-during-coronavirus-outbreak.aspx
https://www.marketplace.org/2020/03/20/heres-what-to-read-and-stream-for-free-during-the-covid-19-pandemic/
https://web.cobbk12.org/eastcobb/page/14732/tutor-atl
March 16-20, 2020
Good Morning! As a result of school closure, I will be posting recommended weekly assignments and activities per the blog. On Friday, March 13th, students were given a language arts packet that should be used as a review for Milestone testing. I understand that each core content area also distributed resources for review, so the expectation is that students complete language arts assignments on Mondays and Wednesdays. Also, I will be assigning articles on newsela.com that you will be able to complete. Materials will be collected upon the return to school. I will be availabe daily from 10:30 a.m. until 12:00 noon via email for questions and concerns. Stay healthy and see you soon!
Springboard Unit 2-Assessment.pdf
Monday
"Emily's Smart New Clothes
questions 1-4
Wednesday
Excerpt from chapter VIII of "All These Things I've
Done"
questions 5-9
Additional Resources:
https://newsela.com/
SpringBoard Workbook ELA 8th Grade.pdf
March 9-13, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT define logic and fallacy in order to understand the relationship in an argument
Good Morning! This week we will read several pieces of informational text to understand the relationship between logic and fallacy in an argument. A fallacy is a mistaken or false notion that makes an argument invalid, whereas, logic is based on valid reasons. As always, please remember to bring your IAN to class everyday. As a reminder. our field trip to the museum is Tuesday, March 10th and the Wheeler trip has been rescheduled for March 31st.
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Article: Parents Share Son's Fatal Text Message to Warn
Against Texting & Driving- pg. 151
Partial Flow Map
Tuesday
Field Trip
Wednesday
Argument Writing
Whopper vs. Big Mac
Thursday
Article: The Science Behind Distracted Driving-pg. 153
Multi-Flow Map
Friday
Writing to Source: Argument-pg. 154
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
March 2-6, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT identify the six elements of argumentation in order to apply to text
Happy Monday! This week we will be returning to the textbook. We will unpack the embedded assessment for Unit #2 which is an argumentative essay. In order to prepare to write the essay we will be reading several pieces of informational text on controversail topics and we will participate in a debate. Students will learn how to state a claim and back it up with substantial evidence. We will be reviewing the six elements of an argument in oder to understand how to defend a claim ( claim, reasons, evidence, in-text citation, counter-claim, rebuttal) As always, please remember to bring your IAN to class everyday. As a reminder, our field trip to The Center for Civil and Human Rights Museum is next week, March 10th.
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Unpack embedded assessment
Six elements of an argument (IAN)
The_Argumentative_Essay(2).ppt
Tuesday
Essay, "Private Eyes"- pg. 145
Elements of an Argument
Wednesday
Persuasive Appeals (ethos.logos.pathos)
PPT
Notes (IAN)
Thursday
Four Corners Debate
Friday
Four Corners Debate
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
February 24- 28, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT review idea, concepts, and theme to complete culminating project for novel study.
Happy Monday! Welcome back from break. We have complete our novel study and will begin the final project this week. Students will be given the assignment on Monday and will have the entire week in class to complete. Students who read, The Giver, will be work on an Utopian Community Project. Students will be given guidelines for what to include as they work to design the "perfect world."What would it look like? What would life be like for the people who live in the community? For students who read, Fahrenheit 451, students will be given a choice of creating a a book/pamphlet that reviews the story of Fahrenheit 451 using every letter of the alphabet, or creating a play list of at least 16 songs that help explain or summarize Fahrenheit 451. The due date for all project will be Friday, February 28th, no exceptions! This project will be worth a summative grade. Again, students will have all week to work on the project in class and it is expected that every minute of class time will be used to work on the project. Let's have a great week.
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Project
Tuesday
Project
Wednesday
Project
Thursday
Project
Friday
CTLS Assessment
Project Due
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
February 10-14, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT cite textual evidence in order to determine the novel's theme
Good Morning! This week we will complete the written assessment for our novel study. The assessment will consist of multiple choice, short answer responses, and an extended response quesiton. We will prepare for the assessment by reviewing vocabulary, literary devices, ideas and concepts from the novel. Several assignments were given several assignments to go along with the novel and they will be collected and graded this week as well. Also, as you are aware out field trip to Wheeler was cancelled Friday due to power failure, so look for a new date in the future. As always, please bring your IAN to class daily. Below is the link for selecting your electives for Wheeler. Please complete by February 26th. If you do not select electives, they will be selected for you.
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Novel Study
double entry journal
study guide
Tuesday
Novel Study
graffiti wall
Wednesday
Novel Study
double entry journal (due)
Thursday
Review
Quizlet/Kahoot
Friday
Assessment
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
February 3-7, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT cite textual evidence in order to determine the novel's theme
Good Morning! This is our final week of our novel study. We will wrap up the week reviewing theme and symbolism. Afterwards, you will begin the culminating project that will cover the major themes and concepts of the novels. Also, remember to bring your IAN to class everyday, I will be checking it this week for a grade. Reminder, Friday is our field trip to Wheeler! Below is the link for selecting your electives for Wheeler. Please complete by Friday, February 14th. You will receive more information during our visit to Wheeler on February 7th.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
-Exploration Lab w/ Mrs. G.
Tuesday
Novel Study
Double entry journal
Wednesday
Novel Study
Graffiti Wall
Study Guide
Thursday
Novel Study
Study Guide
Friday
Wheeler Field Trip!
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=ZQq79KFowEA (The Giver)
https://www.youtube.com/watch?v=Z4ZgaZOgceQ (Fahrenheit 451)
https://www.youtube.com/watch?v=yZg6bqDHz6k
January 27- 31, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT analyze and explain how the Hero's Journey archetype provides a framework in order to
understand the actions of a protagonist
Good Morning! This week we will continue with our novel study. We are reviewing literary elements and analyzing text in order to recognize the actions of the protagonist. We wil continue to add information and resources to our IAN, so please remember to bring your IAN to class everyday. Also, our field trip to Wheeler is fast approaching. Permission slips were given out on Friday, please remember to have them signed and returned no later than Tuesday, January 28th.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
-Novel Study
-Graffiti Wall
-Double Entry Journal
Tuesday
Novel Study
Hero's Journey Archetype
Wednesday
-Novel study
-Hero's JOurney Archetype
Thursday
-Novel Study
- Explanatory writing pg 137
Friday
-Novel Study
-Graffiti Wall
-Symbolism handout
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=ZQq79KFowEA (The Giver)
https://www.youtube.com/watch?v=Z4ZgaZOgceQ (Fahrenheit 451)
https://www.youtube.com/watch?v=yZg6bqDHz6k
January 21-25, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT contribute analysis and evidence relating to a topic in order to participate in
a Socratic Seminar
Happy Monday! This week we will contiue with our novel study. We will continue to analyze the novel for the theme and study the concept of dystopia vs. utopia. Also this week students will participate in a Socratic Seminar. Socratic Seminar is a formal discussion based on the learning and teaching methods employed by Socrates. Students will hold discussions on specific topics in a gropup setting. From past experience students usually enjoy Socractic Seminars and I am looking forward to fantastic dialogue. As always, please remember to bring your IAN to class everyday.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
No School
Tuesday
Article: "Banned Books Week: Celebrating
the Freedom to read" -pg. 129
Video- First Amendment
Wednesday
Socratic Seminar
-rules/norms
Thursday
Socratic Seminar
Friday
Novel Study
Hero's Journey
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=ZQq79KFowEA (The Giver)
https://www.youtube.com/watch?v=Z4ZgaZOgceQ (Fahrenheit 451)
https://www.youtube.com/watch?v=yZg6bqDHz6k
January 13-17, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: SWBAT analyze conflicting perspectives within the novel in order to explain how the author uses this technique to shape readers' understanding of the story.
Happy Monday! This week we are continuing with our novel study. We will be reading chunks of the novel in a variety of ways, i.e. reading aloud, listening to text, partner reading, and idependent reading. As we read we are analyzing the text for concepts and author's technique. As always, please bring your IAN to class everyday.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Novel Study
Review literary terms: theme, characterization,
protagonist, antagonist
Tuesday
Novel Study
Levels of questions: literal, interpretive,
universal
Wednesday
Novel Study
Vocabulary: perspective
Thursday
Novel Study
Perspective- pgs. 126,127
Friday
Novel Study
"Graffiti Wall"
Double-Entry Journal
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=ZQq79KFowEA (The Giver)
https://www.youtube.com/watch?v=Z4ZgaZOgceQ (Fahrenheit 451)
https://www.youtube.com/watch?v=yZg6bqDHz6k
January 6-10, 2020
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can collaboratively analyze the opening chapters of a fictional text citing text evidence to support my analysis
Happy New Year and welcome back! I hope everyone enjoyed the holiday season and time with family and friends. This week we will begin our novel study. I have a class set of the novel, but students were encouraged to purchase a copy of the novel to keep up with reading if they are absent and to be able to annotate as needed. We will be reading chunks of the novel in class in a variety of ways, i.e. read aloud, partner read, listen to novel orally, and independent reading. There will also be assigned activites to check for comprehension, and specific ideals and concepts. Please remember to bring your IAN to class everyday, you will be receiving a lot of pertinent information that will go in your IAN.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Novel Study
Anticipation Guide
Introduction
Tuesday
Novel Study
Chunk #1
Graffiti Wall
Wednesday
Novel Study
Chunk # 1
Graffiti Wall
Thursday
Article: "Banned Books Week: Celebrating
the Freedom to Read" pg. 129
Subject-Verb Agreement
Friday
Article: "Banned Books Week: Celebrating
the Freedom to Read" pg. 129
Subject-Verb Agreement
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=ZQq79KFowEA (The Giver)
https://www.youtube.com/watch?v=Z4ZgaZOgceQ (Fahrenheit 451)
https://www.youtube.com/watch?v=yZg6bqDHz6k
December 9-13, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can closely read a story and analyze the relationship between character and theme.
Good morning! Last week we unpacked Unit #2 of Springboard, The Challenge of Utopia. We looked at new vocabulary and literary terms and the next two embedded assessments.As we prepare to begin reading our novel, I encourage students to purchase their own copy of the novel. Although I have a class set, students will not be able to take the novel out of the classroom and annotate the novel as needed. The novel can be purchased on amazon for less than $9.00. We will begin reading after the Christmas break. Looking forward, this week we will take the RI assessment and students are encourage to take the assessment seriously. Students should see growth in their lexile scores. As Always, please bring your IAN to class daily.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
-RI Assessment
Tuesday
-Unit Assessment
Wednesday
-Short Story- "Harrison Bergeron" pg- 113
Thursday
-Short Story- "Harrison Bergeron" pg.-113
Friday
Text-dependent questions pg. 117
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
December 2-6, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can unpack Unit #2 of Springboard
Good Morning, I hope everyone enjoyed the break and spending time with family and loved ones. We have completed unit #1 of Springboard. This week we will begin Unit #2, The Challenge of Utopia. In the first half of the unit, students will study a novel to explore the concepts of utopia and dystopia, deepen their understanding of the Hero's Journey archetype, and analyze literary elements, and form responses to literature using the compare/contrast structure to organize ideas. I have a class set of the novel we will be reading, but students will not be allowed to write/annotate in my class set and books will not be allowed out of the classroom. I always encourage students to purchase a copy of the novel so that they can keep up with the reading at home and annotate the text as needed. As always, please remember to bring your IAN to class everyday.
Novel Study:
The Giver by Lois Lowry- On-level
Fahrenheit 451 by Ray Bradbury- AC
Unit # 2 -Academic Vocabulary:
argument compare/contrast controversy debate perspective seminar Socratic
Literary Terms:
antagonist
Monday
Unpack Unit #2
Tuesday
Unpack Unit #2
Wednesday
Unit Vocabulary
Q,H,T chart
Unpack Embedded Assessment #1
Thursday
Utopia vs. Dystopia
https://www.youtube.com/watch?v=6a6kbU88wu0
https://www.youtube.com/watch?v=heAVOA8iyCw
Friday
Essay: Grant and Lee: A study in Contrasts- pg. 106-109
Thinking Map
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
November 18-22,2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can write a multi-paragraph essay that develops your definition of heroism using the definition strategies of function, example, and negation.
Happy Monday! We started planning the definition essay on Friday. We will continue to plan and write all this week in class. Any part of the assignment not complete in class will be expected to be done for homework. My goal is to have the final draft completed on Friday, before we leave for Thanksgiving Break. Also, we will starting our novel study soon. I always encourage students to purchase their own copy of the novel so that they can annotate in the novel and keep up with the reading if they are absent. The novels can be purchased via Amazon for a very nominal cost. My on-level classes will be reading, The Giver by Lois Lowry and ac classes will be reading, Fahrenheit 451 by Ray Bradbury. As always,please remember to bring the IAN to class everyday.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
Definition Essay
Body paragraphs (function, example, negation)
Tuesday
Definition Essay
Conclusion
Wednesday
Definition Essay
Rough Draft
Thursday
Definition Essay
Peer Edit
Final Draft
Friday
Definition Essay
Final Draft
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
November 11-15, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can compare two sets of poems to autobiographical excerpts and analyze how structure contributes to meaning
Good Morning! This week we will continue to read and analyze several pieces of text regarding historical heroes. We will also draft a written response using the example definition strategy. The example definition strategy gives specific examples of the concept from texts or life. Also, we will conclude our review of unit #1 vocabulary with a quiz on Friday. As always, plese bring your IAN to class everyday.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
-Autobiography: "from The Narrative of the Life of Frederick Douglass, an American Slave"-pg. 82
- mark the text
Tuesday
-Autobiography: "from The Narrative of the Life of Frederick Douglass, an American Slave"- pg.82
-text-dependent questions pg. 83
Wednesday
-Essay: " A Definition of a Gentleman"- pg. 89
-mark the text
-T-Chart
Thursday
-Essay: "A Definition of a Gentleman"- pg. 89
-Explanatory Writing Prompt- pg. 91
- Quiz review
https://quizlet.com/318952982/unit-1-springboard-vocabulary-flash-cards/
Friday
-Unit # ! Vocabulary Quiz
-Reading log/dialectical journal due
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
November 4-8, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can compare two sets of poems to autobiographical excerpts and analyze how structure contributes to meaning
Happy Monay! This week we will continue to read various pieces of text involving heroes from the past to real time. We will continue to use the reading strategy TP-CASTT which is an acronym for: title, paraphrase, connotation, attitude, title, and theme. We will also draft a written response using the example definition strategy. Also, we will review vocabulary terms coherence and utilize several thinking maps to help organize ideas and concepts for writing. As a reminder, there will be no school for students on Tuesday, November 5th.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
Poem: "O Captain! My Captain" pg. 78
TP-CASTT
Tuesday
No School
Wednesday
Poem: "Frederick Douglass" pg. 81
TP-CASTT
Thursday
Autobiography: "from The Narrative of the life of Frederick Douglass, an American Slave" pg. 82
Video
Bubble Map
https://www.youtube.com/watch?v=eBdpS2WWAdk
Friday
CTLS Assessment- Computer Lab
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
October-November-28-1, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can unpack embedded assessment #2 (definition essay)
Good Morning! This week we will unpack embedded assessment #2, definition essay. Students will think about people who deserve status as a hero from the past, from the present, from life, and from literature. What defines a hero? Students will write a multi-paragraph essay that develops their definition of heroism and be sure to use strategies of definition (function, example, and negation) to guide their writing. We will continue reading various texts to help with ideas and concepts as we prepare for this next assessment. Also, we will continue to review unit vocabulary. As always, please remember to bring your IAN to class daily.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
Unpack Embedded Assessment #2 (definition essay)
Tuesday
Definition Strategies-pg. 71
Vocabulary- function, negation
Wednesday
Article: "Where I Find My Heroes"-pg. 73
Read/Mark the text
Thursday
Explanatory Writing Prompt-pg. 76
Friday
Sermon: "White House Funeral Sermon for Abraham Lincoln" pg. 77
Read/ Mark the Text
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
October 21-25, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can analyze and compare the structure of a literary and an informational text on similar subjects
Good Morning! This week we will continue on in Unit 1 of our Springboard text. We will be reading a variety of texts focusing on physical and emotional challenges of heroes. I will also introduce the reading strategy, TP-CASTT, used to analyze a poetic text by identifying and discussing eacho topic in the acronym: Title, Paraphrase, Connotation, Attitude, Shift, Title again, and Theme. This strategy is a guide designed to lead you in an analysis of a literary text. As always, please remember to bring your IAN to class everyday.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
Introduce-TP-CASTT
https://www.youtube.com/watch?v=X6zGwyTadNw
IAN
Tuesday
Poem: "A Man" pg. 64,65
TP-CASTT Strategy
Wednesday
Article: "Soldier home after losing his leg in Afghanistan" pg. 67-68
TP-CASTT
Thursday
Article: "Soldier home after losing his leg in Afghanistan" pg. 67-68
Text Dependent Questions pg. 69
Friday
Explanatory Writing Prompt pg. 70
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
October 14-18, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can identify the tone and mood in various texts
Good Morning! This week we will complete oral presentations of hero narratives in class. We will also review tone and mood in literary texts. Tone in literature tells us how the author thinks about his or her subject; the author's attitude toward story and readers. Mood is the effect of the writer's words on the reader. Mood is how the writer's words make us feel. Remember to bring your IAN to class everyday. On Friday, we will take the first of several assessments provided by Cobb County Schools (CTLS). These assessments are given throughout the school year to provide data as to the progress of individual students. Also, we will visit the Book Fair during class on Monday.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Important Dates:
Early Dismissal- Oct. 14-19th
Monday
Presentations
Book Fair
Tuesday
Presentations
Wednesday
Tone/Mood PPT
IAN
Thursday
Tone/Mood
Independent Practice
Friday
CTLS Assessment
Computer Lab
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=YcCrsVK5dWs
October 7-11, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can write and create an illustrated narrative about an original hero using the Hero's Journey Archetype.
Good Morning! This week we will continue working on our first embedded assessment, hero's narrative. Students are writing an original narrative creating a hero. The narrative should include: an original hero, the hero must follow the hero's journey archetype, visuals, dialogue, and the correct use of transition words. We will continue to work on the assessment in class and the final draft will be due on Thursday. Students will be expected make-up any of the assignment they did not complete in class as homework. Students are allowed to type and print out final draft of narrative if they so choose.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Important Dates:
October 9- Literacy Night @6 p.m.
October 10- Early dismissal
October 14-18- Early dismissal (conference week)
Monday
Embedded Assessment
Peer Editing
Tuesday
Embedded Assessment
Peer Editing
Final Draft
Wednesday
Embedded Assessment
Final Draft
Thursday
Embedded Assessment
Presentation
Friday
Embedded Assessment
Presentation
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=nWYXCSTrFto
September 30- October 4, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can write and create an illustrated narrative about an original hero using the Hero's Journey Archetype.
Good Morning, I hope everyone had a restful break. This week we will begin our first embedded assessment. You will be writing a narrative creating an original hero using the Hero's Journey Archetype. We will work on this writing assignment in class everyday using the entire writing process. The rubric for this assignment can be found on pg.59 in your text book. Also, conference letters will go out today, Monday September 30th. Please remember to bring them back signed as soon as possible.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
Embedded Quotations
Comic Strip
Tuesday
Embedded Quotations
Comic Strip
Book check-Out
Wednesday
Embedded Assessmet
Brainstorming/Thinking Map
Thursday
Embedded Assessment
Brainstorming/Thinking Map
Friday
Embedded Assessment
Rough Draft
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
Wednesday
September 16-20,2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can analyze a narrative for archetype and narrative techniques
Happy Monday!This week we will continue to prepare for our first embedded assessment. We will review elements of plot and analyze an excerpt from, "A Wrinkle in Time" by Madeleine L'Engle for archetype and narrative techniques. As always, please remember to bring your IAN to class everyday.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Important Dates:
September 24-28- Fall Break
Monday
Plot Diagram-IAN
Tuesday
Plot Diagram-IAN
Wednesday
"A Wrinkle in Time"
-Hero's Journey Archetype/The Return
Thursday
-"A Wrinkle in Time"
-Hero's Journey Archetype/The Return
Friday
"A Wrinkle in Time"
-Text-dependent questions
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
Form 5 Dialectical Journals.doc
https://www.youtube.com/watch?v=UhZ56rcWwRQ
September 9-13, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can create and present a project analyzing the hero's journey archetype
Good Morning! This week we will work on a project, of your choosing, analyzing a movie for the heros journey archetype. You will have class time everyday to work on your project. My goal is to be ready to present projects to the class on Thursday and Friday. You must select a movie and trace and analyze each step of the hero's journey archetype. Your project must be neat, include visuals and describe each stage accurately. This project wil be worth two summative grades, have fun!! Also, remember reading logs and/or dialectical journals are due Friday, September 13th.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
Hero's Journey Project
Tuesday
Hero's Journey Project
Wednesday
Hero's Journey Project
Thursday
Hero's Journey Project Presentations
Friday
Hero's Journey Project Presentations
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
September 2-6, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can analyze an excerpt of an epic poem for archetype and narrative techniques
Happy Monday! this week we will read an excerpt from the epic poem "The Odyssey" by Homer. We will review the stages of a hero's journey and various narrative techniques. We will review plot and the elements of the plot diagram and examine visual depictions of an epic poem. As always, please remember to bring your IAN to class everyday. Also, we have completed the first four weeks of school, so look for progress reports soon.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
-Introduction PPT
-"The Odyssey" pgs. 24-29
-Close read
Tuesday
-"The Odyssey" pgs. 24-29
-Close read
Wednesday
-"The Odyssey"
-Visual
-Choice Board (AC)
Thursday
-"The Odyssey"
-Visual
-Choice Board (AC)
Friday
-"The Odyssey"
-Plot Diagram (IAN)
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
https://www.youtube.com/watch?v=8Z9FQxcCAZ0
https://www.youtube.com/watch?v=WH5jlkK4aUI
August 26-30, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Learning Target: I can analyze the imagery in a poem to understand how it reveals an idea or theme.
I can analyze a story for archetypal structure and narrative techniques.
Good Morning! This week we will continue to analyze various genres for archetypal structure. We will continue to review unit vocabulary ad literary terms and prepare the first embedded assessment.Also, students were given either a reading log or dialectical journal to complete during independent reading time in class. The dialectical journal/reading log will be due on Septmber 13th. Remember to bring your IAN to class daily.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Important dates:
Early dismissal- August 28
No School- September 2
Monday
Poem: "Ithaka" pgs. 13,14
Summary
Tuesday
Poem: Ithaka pgs. 13,14
Text Dependent Questions
Wednesday
Short Story: "The Drummer Boy of Shiloh" pgs. 16-20
Stages of Hero's Journey
Thursday
Short Story: "The Drummer Boy of Shiloh" pgs. 16-20
Stages of Hero's Journey
Friday
Short Story: "The Drummer Boy of Shiloh" pgs. 16-20
Text-Dependent Questions
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
August 19-23, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Analyzing an image as text
Learning Target: I can analyze the stages of the Hero's Journey within a film
Good Morning! this week we will begin Unit #1 in our Springboard text. The theme of Unit 1 is, The Challenge of Heroism. In this unit we will research, read, and write to develop a more complex understanding of this important societal and cultural concept. As always, please remember to bring your IAN (interactive notebook) to class everyday.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Monday
-Introduction to Unit #1
-Q,H,T chart in IAN
- Hero's Journey archetype chart pgs. 8,9
Tuesday
-Hero's Journey archetype chart pgs. 8,9
-Movie: Big Hero Six
Wednesday
-Hero's Journey archetype chart pgs. 8,9
-Movie: Big Hero Six
Thursday
Hero's Journey archetype chart pgs. 8,9
-Movie: Big Hero Six
Friday
-Review plot using movie Big Hero Six
- Independent Reading
Dialectical Journal/ Reading Log due: 9/13th
Additional Resources:
https://www.youtube.com/watch?v=Hhk4N9A0oCA
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
August 12-16, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Analyzing an image as text
Learning Target: I can unpack Unit 1 of Springboard text
Happy Monday! This week students will be given their Springboard text. Text books will not be allowed to be taken home due to district policy, but I have attached a link below for an online version of the text. We will begin Unit 1- The Challenge of Heroism. We will upack the unit by reviewing unit vocabulary and literary terms, embedded assessments, and unit activities. Last week students took the first of several RI assessments to identify reading lexile score. Students are expected to see an improvement each time they are tested, so read, read, read! We will also continue to review PBIS lessons with emphasis on REP (respect,effort and pride) As a reminder, students should bring their IAN to class everyday and will not be allowed to go to their locker to retrieve it.
Unit 1 Vocabulary Terms:
coherence concise context function negation
Literary Terms:
allegory archetype conflict connotation denotation diction epic imagery point of view tone
Important Dates:
Back to School Night- August 15 @5:30
Monday
Springboard- Unpack Unit #1
Tuesday
Springboard- Unpack Unit #1
Wednesday
Springboard- Presentations
Thursday
Springboard- Unpack Embedded Assessment #1
Friday
Independent Reading- Dialectical Journal (AC)
Reading Log (On-level)
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
August 5-9, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Analyzing an image as text
Learning Target: I can write a baseline narrative including an introduction, body paragraphs, and a conclusion
Good Morning and welcome! It has been a pleasure meeting you all during our 2019-2020 Meet & Greet. We had a great start to the school year last week as we reviewed PBIS expectations and classroom rules and procedures. This week we will continue with our PBIS lessons and expectations reinforcing R.E.P (respect, effort, pride) here at ECMS. Last week students should have received all necessary forms that need to be signed and returned to school. As a reminder, students will need to have their spiral notebook in class on Monday, as we will begin to create our IAN (interactive notebook). Students are expected to bring their IAN to class everyday and will not be allowed to go to their lockers during class. Also, please review ECMS new cellphone procedure with your child. If students bring thier cellphones in the classroom, they are expected to dock thier phone in the pockets located behind the teachers desk. There will be consequences for any student who chooses not to follow this school mandated rule. Thank you for your cooperation in ensuring that time in school is used for instruction.
Monday
-Complete narrative essay
Tuesday
-IAN ( table of contents, rules, norms, glossary, etc)
Wednesday
-IAN ( table of contents, rules, norms, glossary, etc)
Thursday
- IAN (sentence structure)
Friday
-Grammar review
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
April 8-12, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Analyzing year image as text
Learning Target: Determined the author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints
Happy Monday, I hope everyday had a restful and enjoyable Spring Break! It's that time, Georgia Milestone is here. This week we will review important strategies preparing for the Georgia Milestones. ELA will begin
testing on Monday and Tuesday of next week. To ensure that our students are prepared we will review test taking strategies, key vocabulary, and practice writing constructed responses. Please make every effort to be
in class everyday, alert and ready to do your best. Please check the school's website for additional testing information. Below is a link that allows you a brief preview of the linen version of the test:
http://www.gaexperienceonline.com/
Monday
Georgia Coach-Visuals
Tuesday
Georgia Coach-Compare/Contrast
Wednesday
Georgia Coach - Extended Response practice
Thursday
Georgia Coach-Informational Text
Friday
Power Words
March 25-29, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Analyzing year image as text
Learning Target: Analyze and identify persuasive appeals and elements of argumentation
Good Morning! This week we will work on our Embedded Assessment, year argumentative essay. We will walk through the entire writing process in writing this essay. We will use a "flee map" to organize ideas, peer editing, review, and the final draft will be due Friday, March 29th. For those attending the field trip, the due date is March 27th. The essay should be five paragraphs and must include a counter claim and outside resources cited in the essay.
Academic Vocabulary:
argument compare / contrast controversy debate Socratic seminar
Literary Terms:
antagonist
Monday
Embedded Assessment
Flee map
Tuesday
Embedded Assessment
rough draft
Wednesday
Embedded Assessment
Research
Thursday
Embedded Assessment
Peer editing/revision
Friday
Embedded Assessment
Final Draft due
Reading log/log due
Additional Resources:
http://rhodesenglishclass.weebly.com/uploads/5/8/4/1/5841545/grade_8_unit_1_-_student.PDF
https://www.sense-lang.org/typing/tutor/EN_lessons.php?lesson=1
https://www.freetypinggame.NET/free-typing-lesson.asp
March 18-22, 2019
Unit I-Skills/College Readiness:
Analyzing Writer's Craft
Using textual evidence to support a literary interpretation
Making meaning of a wide variety of texts of literary merit
Applying a literary archetype to literary text
Writing for a variety of purpose
Analyzing year image as text
Learning Target: Analyze and identify persuasive appeals and elements of argumentation
Good Morning! This week we will continue to discuss and analyze persuasive appeals and elements of argumentation. We will read several pieces of text and write arguments based on logical reasoning and evidence to support a claim.%2