Tuesday, September 19, 2017

Tuesday, September 19, 2017



Objective:

  • I can 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. (RL 8.2)

  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. (RL 8.1)

  • 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. (RL 8.3)
Instruction:
Lesson: Assessment Question #3 Correction
Question #s 7-9 Clarifications.
Classwork:
Work Time:  
-Students demonstrate their proficiency on standards RL 8.1, 8.2, and 8.3 through “The Great Rat Hunt” assessment.

-Students may demonstrate advanced proficiency on standards RL 8.1, 8.2, and 8.3 through “The Great Rat Hunt” assessment.

-Students may read a choice book.

Debrief: Review memoir topic homework.
Homework:
  • Brainstorm a list of THREE possible memoir topic ideas (one might be the topic you used for the memoir pre-assessment), and submit in Google Classroom.
Reminders:
  • We will be evaluating the strength of your topic choices TOMORROW 9/20 in class.
  • Coming unprepared (without topic ideas) will cause you to lose class time to work on your final memoir (writing assessment).

Monday, September 18, 2017

Monday, September 18, 2017


Objective:

  • I can 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. (RL 8.2)

  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. (RL 8.1)

  • 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. (RL 8.3)
Instruction:
Warm up: Preview the assessment questions in Google Classroom.

Lesson: Overview of assessment questions: how to answer completely for full credit and how to score a possible 4!
Classwork:
Work Time:  
-Students demonstrate their proficiency on standards RL 8.1, 8.2, and 8.3 through “The Great Rat Hunt” assessment.

-Students may demonstrate advanced proficiency on standards RL 8.1, 8.2, and 8.3 through “The Great Rat Hunt” assessment.

Debrief: Homework and overview of week ahead.
Homework:
  • None tonight
Reminders:
  • You will have extra time in class tomorrow 9/19 to complete your assessment.

Friday, September 15, 2017

Friday, September 15, 2017


Objective:

  • I can 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. (RL 8.2)

  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. (RL 8.1)
Instruction:
Warm up: Reader's notebook set up (Cornell Notes for textbook annotations)

Lesson: Reader Focus: Theme (impacted by conflicts, character's motivations, experiences, and feelings/reactions to conflict).
Classwork:
Work Time:  
-Students will listen to the audio version of the text "The Great Rat Hunt" and pause to make annotations related to important details/events that impact the theme.

Debrief: Brief review of elements of plot in the text and topics addressed related to themes.

Friday Fun activity outside!
Homework:
  • None!
Reminders:
  • None

Thursday, September 14, 2017




Objective:
  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. (RL 8.1)

  • 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. (RL 8.3)
Instruction:
Warm up: Individual character traits and personal evidence chart. Turn and talk.

Lesson: Review- How do characters reveal aspect of their personality? Model with examples on chart.
Classwork:
Work Time:  
-Students will read two short passages and answer inferential questions related to the character’s personality traits.

-Students will determine relevant traits and support those traits with evidence from the text.

Debrief:Review as a class with anchor texts  
Homework:
  • Review concepts (as needed) for assessment through Google Classroom
Reminders:
  • Reading Assessment on standards: RL 8.1, 8.2, and 8.3 will be this week on Friday, 9/15. We will review in class prior to taking the assessment TODAY.

Wednesday, September 13, 2017

Wednesday, September 13, 2017




Objective:
  • I can 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. (RL 8.2)

  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. (RL 8.1)

  • 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. (RL 8.3)
Instruction:
Warm up: Choice book reading

Lesson: Kahoot instruction (as needed)
Classwork:
Work Time:  
-Students will review for the upcoming reading assessment through Kahoot

Debrief: Concepts / topics to review as needed
Homework:
  • Review concepts (as needed) for assessment through Google Classroom
Reminders:
  • Reading Assessment on standards: RL 8.1, 8.2, and 8.3 will be this week on Friday, 9/15. We will review in class prior to taking the assessment on Thursday.

Tuesday, September 12, 2017

Tuesday, September 12, 2017




Objective:
  • I can 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. (RL 8.2)

  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text. (RL 8.1)

  • 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. (RL 8.3)
Instruction:
Warm up: Re-read the text, “Against All Odds” and identify (annotate) for elements of plot. Turn and talk with table teams to compare annotations.

Lesson: Determining theme through understanding its relationship to the characters, setting, and plot. Model with topic “Fragility of Life” (Questions 7-10 from organizer).
Classwork:
Work Time:  
-Students will determine other topics addressed in the text and generate ideas of other possible themes.
-Students will identify relevant evidence to support one possible theme.
-Students will work in groups to compare/discuss themes and determine the strongest themes and evidence to support those themes.

Debrief: Exit ticket: What is one possible theme you determined from the text, "Against All Odds"
Homework:
  • Complete the chart in Question 10 on your organizer in Google Classroom (find evidence AND explain how it relates to your theme.)
Reminders:
  • Reading Assessment on standards: RL 8.1, 8.2, and 8.3 will be this week on Friday, 9/15. We will review in class prior to taking the assessment on Thursday. Please attend a study session after school TODAY for any skills you may be struggling with.

Monday, September 11, 2017

Monday, September 11, 2017




Objective
  • I can cite textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.
  • I can analyze how an author's choices concerning how to structure a text and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • I can analyze how specific incidents in a story propel the action, reveal aspects of character, or provoke a decision.
Lesson
Warm up: Quick Write- Why do you think it’s important to remember/honor this day in our nation’s history? Turn and Talk.

Introduction to text, “Against All Odds
Classwork
Work Time:  
-Students will independently read the text, “Against All Odds” and then answer comprehension and inferential questions in Google Classroom.

-Students will identify where the author used pacing to slow down the climax of the text and condense (speed up) elements of the exposition.

Debrief: Questions 1-6 as a whole class.
Homework
  • Questions 1-8 are due at the BEGINNING of class tomorrow (if you did not finish in class!)
Reminders
  • Reading Assessment on standards: RL 8.1, 8.2, and 8.3 will be this week on Friday, 9/15. We will review in class prior to taking the assessment on Thursday. Please attend a study session after school TOMORROW for any skills you may be struggling with.