8th Grade English Language Arts DATE RESOURCES Monday (8/26) Bell Ringer: Put all your belongings, except a writing utensil, under your chair. Take a note card out of the container and write one reason you like or don’t like vocabulary. Tuesday (8/27) Bell Ringer: Complete Wordly Wise activity 1E Wordly Wise 3000, Book 9 Handout(s): 1. Wordly Wise 9.1 Pretest 2. Vocabulary Task Board (Tier 2/3) Wednesday (8/28) Bell Ringer: What is a narrative? Thursday (8/29) Bell Ringer: Review the spelling of your vocabulary words; you may work with someone at your table, but use your inside voices. Friday (8/30) Bell Ringer: Review your vocabulary words; you may work with someone at your table, but use inside voices Aug. 26 – 30, 2013 ASSIGNMENTS Briefly discuss the importance of vocabulary and explain the vocabulary pretest and procedures Take Wordly Wise Pretest (Vocabulary) Review words (Complete Two Column Study Chart) Complete activity 1A and 1B Conference with students who knew the definition of 5 or more of the vocabulary words Homework: Vocabulary Task Board -­‐ due Friday; finish activity 1C and 1D of Wordly Wise 3000, Book 8 -­‐ due Tuesday Wordly Wise 3000, Book Turn in: Wordly Wise activity 1C and 1D 9 Review activities 1C – 1E Conference with students who found new vocabulary words Issue language arts text books Homework: Vocabulary Task Board -­‐ due Friday Vocabulary Game -­‐ Password Discuss Quote – Explanatory Writing Rubric Handout(s): Work on Narrative Assignment: Influences 1. Quote – brainstorm and outline Explanatory Writing Rubric Homework: Vocabulary Task Board -­‐ due Friday Work on Explanatory Assignment: Quote (due at the end of class) how has one of the quotes Vocabulary Game -­‐ Sparkle Homework: Vocabulary Task Board -­‐ due Friday Turn Vocabulary Task Board Activities Wordly Wise 9.1 Test (spelling and meaning) Journal (to be completed in your Journal notebook): Are there pressures associated with being a gifted learner? Objectives:
Students will acquire new vocabulary.
Students will write a narrative based on real
experiences using descriptive and sensory
language throughout.
Students will use the writing process to write
a narrative essay that has an introduction,
body, and conclusion.
Standards:
W.9-10.2: Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
W.9-10.2.f: Provide a concluding statement
or section that follows from and supports the
information or explanation presented
W.9-10.2.a: Introduce a topic; organize
complex ideas, concepts, and information to
make important connections and distinctions;
include formatting
L.9-10.2.c: Spell correctly.
L.9-10.4: Determine or clarify the meaning
of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and
content, choosing flexibly from a range of
strategies.
L.9-10.4.b: Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
L.9-10.6: Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing,
speaking, and listening at the college and
career readiness level; demonstrate
independence in gathering vocabulary
knowledge when considering a word or
phrase important to comprehension or
expression.
8th Grade Literature DATE Monday (8/26) Bell Ringer: Get in your groups and begin working on the quotes assignment. Tuesday (8/27) Bell Ringer: Get a literature book and a language arts book RESOURCES Quote Large paper Markers/colored pencils Aug. 26 – 27, 2013 ASSIGNMENTS Group Work: Finish analyzing a quote for meaning and illustrate the meaning of the quote. Share quotes with the class Discuss the implications the quotes have on student’s outlook Take Literary Elements Pre-­‐assessment (open note) Wednesday – Thursday’s lessons to be determined based on pre-­assessment results Objectives: Students will understand and adhere to classroom expectations and procedures. Students will determine the meaning of a quote after collaborative analysis of figurative and connotative meaning and word choice. Students will demonstrate their knowledge of literary terms essential to the upcoming unit of study. Standards:  Follow rules for collegial discussions and decision-­‐making, track progress toward specific goals and deadlines, and define individual roles as needed.  Engage effectively in a range of collaborative discussions with diverse partners on grade 9 topics, texts, and issues, building on other’s ideas and expressing their own clearly.  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.