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Current Assignments

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  • Monday, November 13th:

    4th period

    Topic: Sequencing events and writing an objective summary

    Standard: LAFS.8.RL.1.1, LAFS.8.RL.1.2

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 

    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    Learning Goal: I can sequence events from a poem on a flow chart and use the flow chart to write an objective summary.

    Essential Question: How does knowing the order of events help you summarize?

    Check for Understanding: Flow chart and objective summary.

    5th period

    Topic: Citing Evidence

    Standard: LAFS.8.RI.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 

    Learning Goal: I can cite evidence from sources to show the important ideas on both sides of an issue.

    Essential Question: How does gathering evidence on both sides of an issue help you make a convincing argument?

    Check for Understanding: Source notes

     

    Friday, November 10th:

    4th period

    Topic- structure of a poem

    Standard- LAFS.K12.R.2.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text. 

    Learning Goal- I can analyze the structure of a poem, identifying rhyme scheme and meter (pace of the poem when read aloud) and explaining the effect of the author's choices on the mood (feeling) of the poem.

    Essential Question- How does an author's choice of rhyme scheme and meter affect the mood of a poem?

    Check for Understanding: Ink-pair-share and response to LEQ.

    5th period

    Topic: Claim and Counterclaim

    Standard:

    LAFS.K12.R.3.8

    Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

    Learning Goal: I can identify the specific claim and counterclaim in a text and determine how the author addressed counterclaim by citing examples of relevant evidence presented by the author to prove the counterclaim as false.

    Essential Question: How does successfully addressing a counterclaim strengthen the actual claim made by the author?

    Check for Understanding: Annotated text and response to LEQ.

     

    Thursday, November 9th:

    4th period

    Topic- structure of a poem

    Standard- LAFS.K12.R.2.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text. 

    Learning Goal- I can analyze the structure of a poem, identifying rhyme scheme and meter (pace of the poem when read aloud) and explaining the effect of the author's choices on the mood (feeling) of the poem.

    Essential Question- How does an author's choice of rhyme scheme and meter affect the mood of a poem?

    Check for Understanding: Ink-pair-share and response to LEQ.

    5th period

    Topic: Claim and Counterclaim

    Standard:

    LAFS.K12.R.3.8

    Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

    Learning Goal: I can identify the specific claim and counterclaim in a text and determine how the author addressed counterclaim by citing examples of relevant evidence presented by the author to prove the counterclaim as false.

    Essential Question: How does successfully addressing a counterclaim strengthen the actual claim made by the author?

    Check for Understanding: Two cited pieces of evidence used by the author to disprove a counterclaim

     

    Wednesday, November 8th:

    4th period

    Topic: Types of Context Clues

    Standard:

    LAFS.8.L.3.6

    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

    Learning Goal: I can gather knowledge of important vocabulary words through the use of context clues.

    Essential Question: How do I use inference, contrast, and similarity context clues to gather knowledge of important vocabulary when I read?

    Check for Understanding: Completed vocabulary matrix

     

    5th period

    Topic: Claim and Counterclaim

    Standard:

    LAFS.K12.R.3.8

    Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

    Learning Goal: I can identify the specific claim and counterclaim in a text and determine how the author addressed counterclaim by citing examples of relevant evidence presented by the author to prove the counterclaim as false.

    Essential Question: How does successfully addressing a counterclaim strengthen the actual claim made by the author?

    Check for Understanding: Two cited pieces of evidence used by the author to disprove a counterclaim

     

    Tuesday, November 7th:

    4th period-

    Topic- writing

    Standard-

     LAFS.8.W.2.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    Learning Goal: I can use information gathered throughout a unit to produce explanatory writing in answer to a text-dependent question

    Essential Question: How does gathering information throughout a unit contribute to a reader's understanding and ability to write about a text?

    Check for Understanding- Written reponse to text-dependent question utilizing evidence gathered throughout the unit.

    5th period:

    Topic- Suspense/Mood

    Standard-

    LAFS.8.RL.2.4

    Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 

     Learning Goal: I can analyze how specific word choices affect the mood by creating suspense.

    Essential Question: Which is the most effective method for creating suspense in the story? Explain your thinking.

    Check for Understanding: Suspense chart

     

     

    Monday, November 6th:

    4th period-

    Topic: dialogue and plot events

    Standard:

    LAFS.k12.R.1.3

    Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

    Learning Goal: I can explain how events and dialogue in a short story effect the characters.

    Essential Question: How does an event or exchange of dialogue effect the main character?

    Check for Understanding: annotated text and cause/effect graphic organizer.

    5th period-

    Topic- repetition

    Standard-

    LAFS.8.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 

    Learning Goal: I can identify examples of repetition and explain the impact these have on the suspenseful mood.

    Essential Question- How does an author's use of repetition add to the suspense in a story?

    Check for Understanding: Responses to discussion questions/annotated text

    Thursday, November 2nd:

    4th period:

    Topic: Summarizing with transitions

    Standard:

    LAFS.K12.L.1.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

    Learning Goal: I can use transitions appropriately to connect ideas in speaking and writing.

    Essential Quesiton: How do transitions make writing easier to understand?

    Check for Understanding: Verbal and written summaries using transitions to connect ideas.

     

    5th period:

    Topic: Point of view and suspense

    Standard:

    LAFS.8.RL.2.6: Analyze how differenced in points of view create suspense

    Learning Goal: I can identify the point of view in this story and explain how this adds to suspense with at least one specific example.

    Essential Question: How does hearing the story from the point of view of the murder add to suspense?

    Check for Understanding: Responses to analysis questions

    Wednesday, November 1st:

    4th period:

    Topic: The uses of dialogue in a short story

    Standard:

    LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

    Learning Goal: I can analyze lines of dialogue to explain how the author uses these lines to propel the action, reveal aspects of a character or provoke a character's decision.

    Essential Question: How does an author use dialogue to set the scene, move the plot forward, and reveal aspects of a character's personality or mood?

    Check for Understanding: Dialogue graphic organizer and response to LEQ.

    5th period:

    Topic: Sequencing and summarizing events in a short story

    Standard:

    LAFS.8.RL.1.2:Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

    Learning Goal: As I read, I can summarize the main events in a story and use these events to provide an objective summary of the text. 

    Essential Question: How does a reader create an objective summary of a short story?

    Check for Understanding: Flow chart of story events

     

     

    Tuesday, October 31st:

    4th period:

    Topic: The uses of dialogue in a short story

    Standard:

    LAFS.8.RL.1.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

    Learning Goal: I can analyze lines of dialogue to explain how the author uses these lines to propel the action, reveal aspects of a character or provoke a character's decision.

    Essential Question: How does an author use dialogue to set the scene, move the plot forward, and reveal aspects of a character's personality or mood?

    Check for Understanding: Dialogue graphic organizer and response to LEQ.

    5th period:

    Topic: Sequencing and summarizing events in a short story

    Standard:

    LAFS.8.RL.1.2:Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

    Learning Goal: As I read, I can summarize the main events in a story and use these events to provide an objective summary of the text. 

    Essential Question: How does a reader create an objective summary of a short story?

    Check for Understanding: Flow chart of story events

     

     

     

     

     

     

     

     

     

    Tuesday, October 24th:

    4th period:

    Topic: Gathering Information for Informative Writing

    Standard:

    LAFS.K12.SL.1.2

    Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

    Learning Goal: I can integrate information gathered from a written and audio/visual source to explain important points about gathering evidence to inform an audience

    Essential Question: How is information gathered and presented in an informative essay or research paper?

    Check for Understanding: Gathering information graphic organizer and response to essential question (continued from October 23rd)

     

    5th period:

    Topic: Drafting informative essays

    Standard:

    LAFS.8.W.1.2

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.   

    Learning Goal: I can use my pre-writing organizer and guided writing frame to develop a draft of an informative essay.

    ESSENTIAL QUESTION: How do I effectively develop an informative essay?

    Check for Understanding: Draft of nformative essay which includes an introduction with a thesis statement and relevant background information, body with topic sentences and relevant evidence, and  a conclusion which restates the thesis and sums up key points made in the essay.

     

    Monday, October 23rd:

    4th period:

    Topic: Gathering Information for Informative Writing

    Standard:

    LAFS.K12.SL.1.2

    Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

    Learning Goal: I can integrate information gathered from a written and audio/visual source to explain important points about gathering evidence to inform an audience

    Essential Question: How is information gathered and presented in an informative essay or research paper?

    Check for Understanding: Gathering information graphic organizer and response to essential question

     

    5th period:

    Topic: Planning and prewriting informative essays

    Standard:

    LAFS.8.W.1.2

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.   

    Learning Goal: I can organize relevant evidence to effectively inform my audience about the effects of earthquakes

    ESSENTIAL QUESTION: How do I organize information and create a plan for writing an informational text?

    Check for Understanding: Writing outline for informative essay

     

    Wednesday, October 18th:

    4th period:

    Topic: The Thrill of Horror- examining how an author creates and maintains mood

    Standards:

    LAFS.8.RL.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    LAFS.8.RL.1.3

    Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

    Learning Goal: I can cite evidence from a story to show connections between plot events, setting, point of view, and word choices and the mood of a passage.

    Essential Question: How does the author create and maintain a suspenseful mood in his blog post?

    Check for Understanding: I can cite text-based evidence to show connections between plot events, setting, point of view, word choices and the mood of a story.

     

    5th Period:

    TOPIC: Informative Writing (understanding informational text/planning and pre-writing)

    STANDARDS:

    LAFS.8.RI.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    LAFS.8.W.1.2

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.                                

    LEARNING GOAL: I can demonstrate understanding of how to  organize and develop ideas  to inform readers about a topic by creating an outline or initial plan before writing.

    ESSENTIAL QUESTION: How do I organize information and create a plan for writing an informational text?

    CHECK FOR UNDERSTANDING: I can organize my ideas and relevant information on a graphic organizer or outline before writing.

     

    Tuesday, October 17th:

    4th period:

    Topic: The Thrill of Horror- Annotating for mood

    Standard:

    LAFS.8.RL.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    Learning Goal: I can locate relevant evidence in a story to explain how the author creates and maintains the mood.

    Essential Question: How does the author create and maintain a suspenseful mood in his blog post?

    Check for Understanding: I can annotate text by highlighting relevant evidence to explain how the author creates and maintains a suspenseful mood.

     

    5th period:

    TOPIC: Informative Writing (Gathering relevant Information from multiple sources)

    STANDARD:

    LAFS.8.W.3.9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

    LEARNING GOAL: I can determine whether evidence is relevant and sufficient to fully inform an audience and draw on that evidence for my own writing.

    ESSENTIAL QUESTION: How do I determine relevant and irrelevant information for use in my writing? 

    CHECK FOR UNDERSTANDING: I can differentiate between relevant and irrelevant information by  highlighting  information from multiple sources relevant to the topic (the effects of earthquakes)

     

     

    Friday, October 13th:

    4th period

    TOPIC: Vocabulary in context, reading informational text, and verbs in the present tense

    STANDARDS:

    LAFS.8.RI.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    LAFS.8.L.3.4

    Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

    LAFS.8.L.1.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    LEARNING GOAL: I can use evidence from informational text to support an analysis of what it says explicitly or to make inferences. I can write sentences using present tense verbs with subject/verb agreement. I can determine the meaning of unknown words and phrases from "The Thrill of Horror" through the use of context clues or reference materials.

    ESSENTIAL QUESTION: How do I use informational text to make inferences? How do I use present tense verbs accurately in a sentence?

    CHECK FOR UNDERSTANDING: Centers work including Word Sort chart, informational text question responses, and practice sentences using present tense accurately.

    5th period

    TOPIC: Informative Writing (Gathering relevant Information from multiple sources)

    STANDARD:

    LAFS.8.W.3.9

    Draw evidence from literary or informational texts to support analysis, reflection, and research.

    1. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).ESSENTIAL QUESTION: How do I determine relevant and irrelevant information for use in my writing? 
    2. CHECK FOR UNDERSTANDING: Annotated sources (1-4 in Performance Assessment Workbook) and responses to guiding questions
    3. LEARNING GOAL: I can determine whether evidence is relevant and sufficient to fully inform an audience and draw on that evidence for my own writing.

     

     

    Thursday, October 12th:

    4th period:

    Topic: The Thrill of Horror: Informational Text

    Standard:

    LAFS.8.RI.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    Learning Goal: I can determine which information from the text is most relvant to the question I have or am being asked.

    Essential Question: Explain the process for citing evidence to support an analysis of what the text says or implies.

    Check for Understanding: Annotated text, responses to team challenges

     

    5th period:

    TOPIC: Informative Writing

    Standard:

    LAFS.8.R.2.5

    Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

    LEARNING GOAL:

    I can analyze the structure of specific paragraphs within a text to understand how the author developed their key points.

    ESSENTIAL QUESTION:

    How do we know that Cassandra and Trevor have produced clearly written informative essays?

    CHECK FOR UNDERSTANDING:

    Student Model example table (Graphic Organizer)

     

    Wednesday, October 11th:

    4th period:

    Topic: The Thrill of Horror

    Standard: LAFS.K12.L.3.5

    Demonstrate understanding of word relationships and nuances in word meanings. 

    Learning Goal: I can explain the relationship between certain words and meanings.

    Essential Question: What is the realtionship between our target vocabulary.

    Check for Understanding: Vocabulary In Context page (Activity Book)

    5th period:

    TOPIC: Informative Writing

    Standard:

    LAFS.8.RI.1.3

    Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)

    LEARNING GOAL:

    I can analyze the structure of a text to understand the connections an author makes between ideas and details in an informative essay.

    ESSENTIAL QUESTION:

    How does an author organize their writing to clearly show connections between ideas and details?

    CHECK FOR UNDERSTANDING:

    Student Model #2 graphic organizer

     Tuesday, October 10th-

    4th period:

    Topic: The Thrill of Horror

    Standard: LAFS.8.SL.2.6:

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

    Learning Goal: I can communicate ideas clearly to my partner, in complete and formal sentences.

    Essential Question: What is the 'thrill of horror?'

    Check for Understanding: Partner conversation following formal sentence frames

    5th period:

    TOPIC: Informative Writing

    Standard:

    LAFS.8.RI.1.3

    Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)

    LEARNING GOAL:

    I can analyze the structure of a text to understand the connections an author makes between ideas and details in an informative essay.

    ESSENTIAL QUESTION:

    How does an author organize their writing to clearly show connections between ideas and details?

    CHECK FOR UNDERSTANDING:

    Student Model #1 graphic organizer

    Monday, October 9th:

    4th period:

    Unit 2 pretest "The Thrill of Horror"

    5th period:

    TOPIC: Informative Writing

    Standard:

    LAFS.8.RI.1.3

    Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)

    LEARNING GOAL:

    I can analyze the structure of a text to understand the connections an author makes between ideas and details in an informative essay.

    ESSENTIAL QUESTION:

    How does an author organize their writing to clearly show connections between ideas and details?

    CHECK FOR UNDERSTANDING:

    Response to essential question

    Thursday, October 5th:

    4th period: The Value of Work "Interview With Babe Secoli"

    Topic: Word Choice and Tone

    Standard:

    LAFS.K12.R.2.4

    Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    Learning Goal: I can analyze how specific word choices shape meaning of a text and reflect the tone of the author's voice in their writing.

    Essential Question: What is the  tone of this text (i.e.: conversational, humorous, serious) and what words and phrases support that tone?

    Check for Understanding: Interpretation of words and phrases/analysis of word choice

     

    5th period: The Value of Work "Excerpt from The Adventures of Tom Sawyer"

    TOPIC: Dramatic Irony/ Connecting Character to Theme

    STANDARD:

    LAFS.8.RL.1.2

    Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

    LEARNING GOAL: I can analyze text to explain how a character's thoughts and actions relates to the theme.

    ESSENTIAL QUESTION:

    How do Tom Sawyer and Ben Rogers's thoughts and actions connect to the idea that: "In order to make someone want to do something, you just have to make it seem like something that they can't"

    CHECK FOR UNDERSTANDING: Character Analysis (Graphic Organizer)

     

    Wednesday, October 4th:

    4th period: The Value of Work "Interview With Babe Secoli"

    Topic: Word Choice and Tone

    Standard:

    LAFS.K12.R.2.4

    Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    Learning Goal: I can analyze how specific word choices shape meaning of a text and reflect the tone of the author's voice in their writing.

    Essential Question: What is the  tone of this text (i.e.: conversational, humorous, serious) and what words and phrases support that tone?

    Check for Understanding: Interpretation of words and phrases/analysis of word choice

     

    5th period: The Value of Work "Excerpt from The Adventures of Tom Sawyer"

    TOPIC: Dramatic Irony/ Omniscient Narrator

    STANDARD:

    LAFS.8.RL.2.6: Analyze how differences in points of view of the characters and the audience or reader (eg., created through the use of dramatic irony) create such effects as suspense or humor.

    LEARNING GOAL: I can analyze text to explain how omniscient narration and tone creates humor.

    ESSENTIAL QUESTION:

    How does Twain create humor in his writing?

    CHECK FOR UNDERSTANDING: Tone Poster/ Dramatic Irony explanation

     

    Tuesday, October 3rd:

    4th period: The Value of Work "Interview With Babe Secoli"

    Topic: Word Choice and Tone

    Standard:

    LAFS.K12.R.2.4

    Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    Learning Goal: I can analyze how specific word choices shape meaning of a text and reflect the tone of the author's voice in their writing.

    Essential Question: What is the  tone of this text (i.e.: conversational, humorous, serious) and what words and phrases support that tone?

    Check for Understanding: Interpretation of words and phrases/analysis of word choice

     

    5th period:

    5th period: The Value of Work "Excerpt from The Adventures of Tom Sawyer"

    TOPIC: Dramatic Irony/ Omniscient Narrator

    STANDARD:

    LAFS.8.RL.2.6: Analyze how differences in points of view of the characters and the audience or reader (eg., created through the use of dramatic irony) create such effects as suspense or humor.

    LEARNING GOAL: I can analyze text to explain how omniscient narration and tone creates humor.

    ESSENTIAL QUESTION:

    How does Twain create humor in his writing?

    CHECK FOR UNDERSTANDING: Tone Poster/ Dramatic Irony explanation

     

     Monday, October 2nd:

    4th period: The Value of Work "Interview With Babe Secoli"

    Topic: Word Choice and Tone

    Standard:

    LAFS.K12.R.2.4

    Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    Learning Goal: I can analyze how specific word choices shape meaning of a text and reflect the tone of the author's voice in their writing.

    Essential Question: What is the  tone of this text (i.e.: conversational, humorous, serious) and what words and phrases support that tone?

    Check for Understanding: Completed word and phrase chart

     

    Word/phrase

    What this tells me about Babe Secoli

    EXAMPLE: “You sort of memorize prices. It just comes to you”

     Babe has a good memory

       
       

    5th period: The Value of Work "Excerpt from The Adventures of Tom Sawyer"

    TOPIC: THEME (Literary)

    STANDARD:

    LAFS. 8.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 

    LEARNING GOAL: After reading a literary text, I can determine the theme (overall big idea) of the text and trace the development of the theme across the text.

    ESSENTIAL QUESTION:

    What does Tom realize about work at the end of the day?

    CHECK FOR UNDERSTANDING: Theme graphic organizer

     

     

     

    Friday, September 29th:

    4th period: The Value of Work "Interview With Babe Secoli"

    Topic: Commentary

    Standard:

    LAFS.K12.L.3.5

    Demonstrate understanding of word relationships and nuances in word meanings. 

    Learning Goal: I can recoginze and differentiate between different forms of the root word 'comment'

    Essential Question: How do I differentiate between different forms of 'comment'?

    Check for Understanding: Written sentences using the correct form of 'comment'

     

    5th Period:The Value of Work: CRL#1

    Topic: Informative/Explanatory Writing

    Standard:

    LAFS.8.W.1.2

    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

    1. Introduce a topic clearly, previewing what is to follow
    2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
    4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    5. Establish and maintain a formal style.
    6. Provide a concluding statement or section that follows from and supports the information or explanation presented.

    Learning Goal: I can write an informative essay drawing on evidence from two texts equally to fully respond to the prompt in a well-organized written response.

    Essential Question: Based on the examples of Jimmy Valentine and Emmett Dalton, explain what causes people to truly transform their morals and behaviors. 

    Check for understanding:  Written response fully explaining what causes people to truly change their morals (beliefs about right and wrong) and behaviors (their actions) using supporting evidence from both texts

     

     

    Thursday, September 28th:

     

    4th period: The Value of Work "Interview With Babe Secoli"

    Topic: Word Choice and Tone

    Standard:

    LAFS.K12.R.2.4

    Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

    Learning Goal: I can analyze how specific word choices shape meaning of a text and reflect the tone of the author's voice in their writing.

    Essential Question: What is the  tone of this text (i.e.: conversational, humorous, serious) and what words and phrases support that tone?

    Check for Understanding: Completed word and phrase chart

     

    Word/phrase

    What this tells me about Babe Secoli

    EXAMPLE: “You sort of memorize prices. It just comes to you”

     Babe has a good memory

       
       

     

    5th Period:

    The Value of Work: CRL#1

    Topic: Informative/Explanatory Writing

    Standard:

    LAFS.8.W.1.2

    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

    1. Introduce a topic clearly, previewing what is to follow
    2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
    4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    5. Establish and maintain a formal style.
    6. Provide a concluding statement or section that follows from and supports the information or explanation presented.

    Learning Goal: I can write an informative essay drawing on evidence from two texts equally to fully respond to the prompt in a well-organized written response.

    Essential Question: Based on the examples of Jimmy Valentine and Emmett Dalton, explain what causes people to truly transform their morals and behaviors. 

    Check for understanding:  Written response fully explaining what causes people to truly change their morals (beliefs about right and wrong) and behaviors (their actions) using supporting evidence from both texts

     

    Wednesday, September 27th:

     

    4th period: The Value of Work "Language Cam: Summer Jobs"

    Topic: Comparing and Contrasting information presented in diverse media formats

    Standard:

    LAFS.K12.R.3.7

    Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

    Learning Goal: I can interpret audio visual information to compare and contrast the information in a video with that of a written text

    Essential Question: How does the information presented in the video compare to and/or contrast with the information presented in "The Network Kid"?

    Check for Understanding: Comparison of information presented in the video and the text to determine similarities and differences. (Activity book page 261)

     

    5th period:

    The Value of Work: CRL#1:"The Dalton Gang's Last Raid"

    Topic: Close reading of literary text

    Standard:

    LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

    Learning Goal: I can analyze connections between characters, actions, and events in a text.

    Essential Question: How do people make decisions about their lives?

    Check for understanding:  Text dependent questions which require analysis of connections between characters, actions, and events (refer to the  CRL powerpoint posted on this website for text dependent questions 7-10)

     

    Tuesday, September 26th:

    4th period:The Value of Work "Multiple Meaning Words",  "Subject Pronouns"

    Topic: Multiple Meaning Words, Subject pronouns

    Standard:

    LAFS.8.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    LAFS.8.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

    1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase
    2. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

    Learning Goal: I can use context (the overall meaning) to determine the relevant meaning from multiple options.

    Essential Question: Whar steps does one take to determine the relevant meaning of a term with more than one possible definition?

    Check for Understanding: Accurately determine meanings of terms with more than one possible definition.

     

     

    5th period:

    The Value of Work: CRL#1:"The Dalton Gang's Last Raid"

    Topic: Close reading of literary text

    Standard:

    LAFS.8.RI.1.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

    Learning Goal: I can analyze connections between characters, actions, and events in a text.

    Essential Question: How do people make decisions about their lives?

    Check for understanding:  Text dependent questions which require analysis of connections between characters, actions, and events

     

    Monday, September 25th:

    4th period: The Value of Work: "Resume"

    Topic: Resume Writing

    Standard:

    LAFS.8.W.4.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 

    Learning goal: I can produce a clearly organized resume following a model as a guide.

    Essential question: How do I organize and write a resume?

    Check for understanding: Written resume

     

    5th period:

    The Value of Work: CRL#1:"The Dalton Gang's Last Raid"

    Topic: Close reading of literary text

    Standard:

    LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

    1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

    Learning Goal: I can identify unknown terms and areas of confusion in what I read to support comprehension

    Essential Question: How do people make decisions about their lives?

    Check for understanding:  text annotations (underlined terms and annotated areas of confusion)

     

    Friday, September 22nd:

    4th period: The Value of Work: "The Network Kid"

    Topic: Academic vocabulary in context

    Standard:LAFS.8.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

    1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
    3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
    4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

    Learning Goal: I can develop word knowledge and skills by determining the meaning of unknown words in context using context clues, knowledge of word parts, and reference materials

    Essential Question: What is the most effective word-learning strategy for determining the meaning of an unknown word?

    Check for understanding: Word meanings determined through use of context clues, word parts, and reference materials.

     

    5th period: The Value of Work: CRL#1:"A Retrieved Reformation

    Topic: Close reading of literary text

    Standard: LAFS.8.RL.1.1- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

    Learning Goal: I can identify and explain important details from a piece of literature

    Essential Question: How do people make decisions about their lives?

    Check for understanding: close analysis of text utilizing a document analysis sheet to identify and elaborate/explain key details from the text

     

     

    Wednesday, August 30th

    4th period: Culture and Belonging: Blog Post- xgog45

    Topic:Central idea and supporting details

    Standard: LAFS.8.RI.1.2

    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    Learning Goal: After reading the blog post, I can identify details the author used to develop and support the central idea.

    Essential Question: How do I use relevant supporting details to write an objective summary of the texts I read?

    Check for Understanding: Objective summary

     

    5th period: Culture and Belonging: Bonne Annee

    Topic: Central idea and supporting details

    Standard: LAFS.8.RI.1.2

    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    Learning Goal: I can provide an objective summary of the text after reading.

    Essential Question: How do I effectively summarize a text without including personal opinion?

    Check for Understanding: Objective summary of "Bonne Annee"

     

     

     

     

     

    Tuesday, August 29th

    4th period: Culture and Belonging: Blog Post- xgog45

    Topic:Central idea and supporting details

    Standard: LAFS.8.RI.1.2

    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    Learning Goal: After reading the blog post, I can identify details the author used to develop and support the central idea.

    Essential Question: How does an author use details to support a central idea of a text?

    Check for Understanding: Supporting detail organizer

     

    5th period: Culture and Belonging: Bonne Annee

    Topic: Central idea and supporting details

    Standard: LAFS.8.RI.1.2

    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

    Learning Goal: I can provide an objective summary of the text after reading.

    Essentail Question: How do I effectively summarize a text without including personal opinion?

    Check for Understanding: Sequence of events organizer

     

    Monday, August 28th

    4th period: Culture and Belonging: Language of Culture/ Etymology

    Topic: Lanuage and Culture

    Standard: LAFS.8.RI.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 

    Learning Goal: I can explain the impact that other cultures have had on the English language by making an inference about what the text says.

    Essential Question: What is the connection between a people and their culture?

    Check for Understanding: Inference

     

    5th period: Complete Baseline Writing/ Picture day

    Topic: Argumentative Writing

    Standard:LAFS.8.W.1.1

    Write arguments to support claims with clear reasons and relevant evidence.

    1. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    2. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    3. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    4. Establish and maintain a formal style.
    5. Provide a concluding statement or section that follows from and supports the argument presented.

    Learning Goal: I can write a well-organized argument in a formal style with effective use of words, phrases, and transitions, to introduce and express both my claim and an opposing claim, supported by relevant evidence drawn from credible sources and with a concluding statement to support my argument.

    Essential Question:Should there be single gender classrooms in school?

    Check for Understanding: Baseline Essay

     

    Thursday, August 24th

    4th period: Begin "Culture and Belonging" Lesson 1

    Topic: Culture and Belonging

    Standard: LAFS.8.RI.2.4

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

    Learning Goal: I can analyze the use of specific words and phrases in a quote to determine meaning and explain how these words and phrases connect to the theme of culture and belonging

    Essential Question: How does a particular quote help to clarify a larger theme?

    Check for Understanding: analysis and explanation of quote

     

    5th period: IReady Diagnostic in the Multimedia Lab

    Topic: Reading Skills

    Standard: All current reading standards

    Learning Goal: I can understand my current level of reading ability and the areas in which I can improve.

    Essential Question: Which reading skills am I strong in and which do I need to work on?

    Check for Understanding: IReady Diagnostic

     

    Friday, August 25th:

     

    4th period:"Culture and Belonging" lesson 2h

    Topic: Culture and Belonging

    Standard: LAFS.8.RI.1.1

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 

    Learning Goal: I can cite relevant and strong evidence to support what the text says. I can make an inference based on what the text says explicitly.

    Essential Question: What is the relationship between a people and their culture?

    Check for Understanding: Language and Culture evidence organizer and inference response (What impact have other cultures had on our own?)

     

    5th period: IReady Diagnostic in the Multimedia Lab

    Topic: Reading Skills

    Standard: All current reading standards

    Learning Goal: I can understand my current level of reading ability and the areas in which I can improve.

    Essential Question: Which reading skills am I strong in and which do I need to work on?

    Check for Understanding: IReady Diagnostic