Week: April 23 – April 27, 2018 . . . Normal Schedule/No M-STEP This Week

Mon., 4/23

  • Due:
  • None.
  • In Class:
  • Introduction to Conventions Unit.
  • Nouns and Pronouns. Work on in class.
  • Homework:
  • Nouns and Pronouns – due Tues., 4/24

Tues., 4/24

  • Due:
  • Nouns and Pronouns
  • In Class:
  • Check Nouns and Pronouns.
  • Verbs and Abverbs. Work on in Class.
  • Homework:
  • Verbs and Adverbs – due Wed., 4/25 or Thurs., 4/26

Wed., 4/25 or Thurs., 4/26

  • Due:
  • Verbs and Adverbs
  • In Class:
  • Check Verbs and Adverbs.
  • Adjectives, Adverbs and Prepositions.
  • Homework:
  • Adjectives, Adverbs and Prepositions – due Fri., 4/27

Fri., 4/27

  • Due:
  • Adjectives, Adverbs, and Prepositions
  • In Class:
  • Check Adjectives, Adverbs, and Prepositions.
  • Conjunctions and Interjections and School House Rock (if time; if not, at the end of the unit).
  • Homework:
  • Conjunction and Interjections – due Mon., 4/30 (Hours C-1 and C-2) or Tues., 5/1 (Hours C-3 – C-6)

 

 

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April 16 – April 20, 2018 . . . M-STEP continues

Mon., 4/16 . . . 8th Grade Science M-STEP today.

  • C-0 8:18 – 9:25
  • 9:30 -11:00 8th Grade Science M-STEP
  • C-1 11:05 – 11:30
  • C-2 11:35 – 12:00
  • C-3 12:05 – 12:30
  • LUNCH 12:30 – 1:10
  • C-4 1:15 – 1:50
  • C-5 1:55 – 2:30
  • C-6 2:35 – 3:20

—————————————————————-

  • Due:
  • None.
  • In Class:
  • Pass out Poetry Test Review. Complete in class.
  • Homework:
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • Poetry Test – Fri., 4/20
  • Poetry Test Review – due Fri., 4/20

Tues., 4/17 . . . Regular Hours 1 – 6

  • Due:
  • None.
  • In Class:
  • Study poetry test review.
  • Read from Echo.
  • Homework:
  • Poetry Test Review – due Fri., 4/20
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • Poetry test  – Fri., 4/20

Wed., 4/18 or Thurs., 4/19 (Hour 1, 3, and 5 – AFTER M-STEP . . . Wed – SS Part I and Thurs., SS Part II

  • C-0 8:18 – 9:20
  • Due:
  • None.
  • In Class:
  • Read from Echo.
  • Homework:
  • Poetry Test Review – due Fri., 4/20
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • Poetry test – Fri., 4/20

Fri., 4/20 . . . Regular Hours 1 – 6 Today.

  • Due:
  • Poetry Test Review.
  • In Class:
  • Poetry test today.
  • Read from Echo.
  • Collect Poetry Test review.
  • Homework:
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • None.

 

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April 9 – April 13, 2018 . . . Welcome back and M-STEP starts for 8th Grader

Mon., 4/9. . . No M-STEP Today (Hours 1 – 6)

  • Due:
  • None.
  • In Class:
  • T = Title- Again. See PowerPoint Notes and Activities in “Nothing Gold Can Stay.”
  • a.Consider the title AGAIN. Go beyond what you originally thought the title was about.
  • b.On the top of the page on the right-hand side of the title “Nothing Gold Can Stay,” write –  T = Title-AGAIN. Then, write what you think the poem might NOW be about based on what you have learned through TP-CASTT.
  • T= Theme. See PowerPoint Notes and Activities in “Nothing Gold Can Stay.”
  • a.On the back of the poem paper, create three columns. Title all of the columns T = Theme.
  • b.Title column 1 “Plot,” and then write a BRIEF summary of the “plot” or “events of “Nothing Gold Can Stay.
  • c.Title column 2 “Subjects,” and then list subjects of “nothing Gold Can Stay” in the form of words and phrases.
  • d.Title column 3 “Themes,” and then combine subjects where appropriate to communicate themes the author is trying to convey.
  • Homework:
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • None

Tues., 4/10 M-STEP : Grade 8 Math CAT – (Hours 2, 4); Wed., 4/11 (Hours 1, 3, 5) ; Thurs., 4/12 (Hours Ac Lab, 6)

  • Due:
  • None.
  • In Class:
  • Work on Big Poem final copy of “Nothing Gold Can Stay.”
  • Homework:
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • None.

Tuesday, 4/10 – 8th Grade MATH CAT M-STEP Testing (Hours 2, 4)

  • C-0 8:18 – 9:25
  • 9:30-12:45 – 8th Grade Math CAT 
  • 7/8 LUNCH 12:45-2:20
  • C-2 1:30 – 2:20
  • C-4 2:25 – 3:20

Wednesday, 4/11 – Regular Schedule – No M-STEP Testing (Hours 1,3, 5)

  • Regular Hours/Classes

Thursday, 4/12 – 8th Grade ELA CAT M-STEP Testing (Hours Ac Lab, 6)

  • C-0 8:18 – 9:25
  • 9:30-12:25 – 8th Grade ELA CAT (Brown, Braisted, Mixon, D’Orazio)
  • 7/8 LUNCH 12:30-1:10
  • Ac Lab 1:15 – 1:45
  • C-6 1:50 p 3:20

 

Fri., 4/13 . . . 1/2 Day – ALL CLASSES . . . 1/2 DAY SCHEDULE.

  • Due:
  • None.
  •  In Class:
  • Finish final copy of TP-CASTT ON BIG POEM PAPER. Due in class. 
  • Homework:
  • Echo – first half of novel – to page 300 by May 7 . . . entire novel by June 1.
  • None.

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March 26 – March 30, 2018

Mon., 3/26

  • Due:
  • None.
  • In Class:
  • All students have a copy of the PowerPoint. We have already been taking notes. They should be familiar with what you are asking them to do today.
  • I. PowerPoint Slide S-24. A is for Attitude.
  • Mini Lesson/Notes:  Attitude. is the writer’s or speaker’s attitude(s) toward the subject or audience.
  • Objective: Practice/Activity: Examine each line in the poem for attitude.
  • A. Examine the diction (word choice) in “Nothing Gold Can Stay.”
  • B. Circle 3 – 4 words of phrases that suggest the writer’s or speaker’s attitude. (tone) See Attitude (Tone) Handout in the back of your packet.
  • C. At the bottom of the page/or on the back of the page, write C=Connotation, draw a box and label it A = Attitude. In the box, discuss how each of the 3 – 4 attitude/tone words or phrases suggests the writer’s or speaker’s attitude (tone). Examples: accusatory, cynical, nostalgic, gloomy, pessimistic, solemn, etc.  SE TONE/ATTITUDE HANDOUT AT THE BACK OF YOUR PACKET FOR THESE WORDS.
  • II.  See PowerPoint Slides S-25 and S-26. S is for Shift.
  • Mini Lesson/Notes: S = Shift. Rarely does a poem begin and end a poetic experience in the same place. The experience is relayed gradually, line by line or stanza by stanza. Discovery of movement is critical to understanding a poem
  • Objective: Practice/Activity:
  • A. Label the right-hand margin of the poem – S = Shift – and notate the shifts that take place. See next slide.
  • B. At the bottom of the page/or on the back of the page, draw a box and label it S = “Shift.” In the box, discuss how the shifts show the CHANGING feelings of the speaker from the beginning of the poem to the end. PAY CLOSE ATTENTION TO THE LAST/OR ANY ENDING SHIFT.
  • Note: Watch for the following to help you identify shift(s) . . .
    • Key Words (but, however, although)
    • Punctuation (dashes, periods, colons, ellipsis)
    • Stanza division or line grouping
    • Changes in line of stanza length or both
    • Changes in diction (slang to formal)
    • Irony
    • Changes in emotions/feelings – attitude/tone
    • Changes in sounds that may indicate changes in meaning
  • Homework:
  • Complete any notation for A/Attitude and S/Shift that was not completed in class today – due Tues., 3/27/18

Tues., 3/27 . . . Start NWEA – ELA Today

  • Due:
  • A/Attitude and S/Shift notations on “Nothing Gold Can Stay Poem.”
  • In Class:
  • Start NWEA – ELA
  • Homework:
  • None.

Wed., 3/28 or Thurs., 3/29 . . . Finish NWEA – if needed.

  • Due:
  • None.
  • In Class:
  • Finish NWEA- ELA if needed.
  • Work on
  • Homework:
  • None.

Fri., 3/30 . . . No School. Spring Break. See you on Mon., 4/ 9, 2018

  • Due:
  • In Class:
  • Homework:
  • None!  See you on Mon., 4/9/18

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March 19 – March 23, 2018 . . . Conference Week

Mon., 3/19

  • Due:
  • None.
  • In Class:
  • Review and Grade CERS Journal Prompt #1. Then, move to journal prompt #2 to begin in class
  • CERS Journal/Prompt #2: Write a three-paragraph CERS response using your close read of Shakespeare’s Sonnet 116 “Marriage of True Minds” in which you examined the poem for figurative language and sound devices.
  • A. Paragraph #1 (minimum 5 sentences)  – Be sure to give background information on Shakespeare and/or “The Marriage of True Minds” and a claim identifying your topic (figurative language and sound devices in “The Marriage of True Minds.”
  • B. Paragraph #2 (minimum use of 6 sentences) – Be sure to use/quote text evidence that you identified in “The Marriage of True Minds.”  This should support your claim on figurative language and sound devices. Be sure to reason out/elaborate on each piece of text evidence telling how it “proves” the claim.
  • C. Paragraph #3 (minimum of 5 sentences) – Conclude your response by discussing the effect(s) the figurative language and the sound devices have on the reader. As part of your conclusion, include a synthesis statement that reveals a big/important message with which you want to leave the reader about the use of figurative language and sound devices in poetry.
  • Homework:
  • CERS Journal Prompt #2 for “The Marriage of True Minds” – due Wed., 3/21 or Thurs., 3/22
  • Compass Learning Unit #2 – due Fri., 3/23

Tues., 3/20

  • Due:
  • None.
  • In Class:
  • Work on CERS Journal Prompt #2 for “The Marriage of True Minds”
  • Work on Compass Learning if needed.
  • Homework:
  • CERS Journal Prompt #2 for “The Marriage of True Minds” – due Wed., 3/21 or Thurs., 3/22
  • Compass Learning Unit #2 – due Fri., 3/23

Wed., 3/21 or Thurs., 3/22 . . . ½ Days – Spring Conferences

  • Due: CERS Journal Prompt #2 for “The Marriage of True Minds”
  • In Class:
  • Discuss and turn in CERS Journal Prompt #2 for “The Marriage of True Minds.”
  • Review Sonnet Characteristics.
  • Cover Slide 16 – Couplets: Open and Closed.
  • See PowerPoint Notes. Notes/discussion of Soliloquys.
  • Practice/Activity:
  • A. Read the solilioquy from the play Romeo and Juliet.
  • B. Small Group and Class Discussion: What is the purpose of this soliloquy? What effect does it have on the reader?
  • Work on Compass Learning unit #2 if needed. Due TOMORROW/FRIDAY.
  • Homework:
  • Compass Learning Unit #2 – due TOMORROW Fri., 3/23

Fri., 3/23

  • Due:
  • Compass Learning Unit #2
  • In Class:
  • See PowerPoint Notes. Notes/discussion of Robert Frost – American Poet, TP-CASTT “Nothing Gold Can Stay” DRAFT and T is for Title.
  • Practice/Activity: Consider the title “Nothing Gold Can Stay.” What might it mean? What might it be trying to communicate?
  • A. On the top of the page on the left-hand side of the title “Nothing Gold Can Stay,” write T=Title.
  • B. Then, write what you think the poem might be about based on the title.
  • See PowerPoint Notes. Notes/discussion of P is for Paraphrase.
  • Practice/Activity: Paraphrase each line of the poem.
  • A. Label the left-hand margin next to the poem P = Paraphrase.
  • B. Then, next to each line of the poem, write what you feel is literally being communicated – in that line. (Don’t interpret yet.)
  • Check in Compass Learning Unit #2
  • See PowerPoint Notes. Notes/discussion of C is for Connotation.
  • Practice/Activity:Examine the poem for connotation through poetic devices.
  • A. Read through the poem and identify and label 3 DIFFERENT poetic devices: imagery (metaphors, similes, symbols, personification) and/or sound devices (alliteration, rhythm, and rhyme).
  • B. At the bottom of the page, draw a box and label it C = Connotation. In the box, discuss how the 3 poetic devices you identified contribute to meaning, effect, or both, in the poem.
  • Homework:
  • None.

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March 12 – March 16, 2018

Mon., 3/12

  • Due:
  • None.
  • In Class:
  • See PowerPoint Notes. Notes/discussion of Rhyme and Rhythm and Edgar Allan Poe.
  • Practice/Activity: Close Read for “The Raven.” Read through “The Raven” one time. Then, on the hard copy of “The Raven” IN THE MARGINS . . .
  • A. Notate/identify how each stanza is arranged by number of lines – ie. as a couplet, a tercet, a quatrain, etc.
  • B. The, notate the rhyme pattern of each stanza. At the bottom of the poem, note the effect the rhyme pattern has on the reader (2-3 sentences).
  • C. Next, examine the poem. Decide which classification of poetry “The Raven” is” lyric (ode or elegy) OR narrative (ballad or epic)? Underline and notate at least THREE pieces of evidence in the poem that support your decision of which classification “The Raven” fits.
  • Homework:
  • None

Tues., 3/13

  • Due:
  • None.
  • In Class:
  • Introduce CERS Journal Prompt #1 for “The Raven” (based on the Close Read of “The Raven”). Begin in class.
  • CERS Journal/Prompt #1: Write a three-paragraph CERS response to your close read of “The Raven” in which you identified text evidence supporting into which classification “The Raven” fits.
  • A. Paragraph #1 (minimum 5 sentences)  – Be sure to give background information on Poe and/or “The Raven,” a definition of your classification of poetry you decided “The Raven” is: lyric (ode or elegy) OR narrative (ballad or epic), and a claim identifying which classification of poetry you decided “The Raven” is: lyric (ode or elegy) OR narrative (ballad or epic).
  • B. Paragraph #2 (minimum use of 6 sentences) – Be sure to use/quote the text evidence that you underlined in “The raven.”  This should support your claim on which classification of poetry “The Raven” fits. Be sure to reason out/elaborate on each piece of text evidence telling how it shows the classification of poetry you chose. Use the definition lyric (ode or elegy) OR narrative (ballad or epic) to help prove your point.
  • C. Paragraph #3 (minimum of 5 sentences) – Conclude your response by discussing the effect(s) that your chosen classification of poetry – lyric (ode or elegy) OR narrative (ballad or epic) – has on the reader. As part of your conclusion, include a synthesis statement that reveals a big/important message with which you want to leave the reader about poetry/types of poetry.
  • Homework:
  • CERS Journal Prompt #1 for “The Raven” – due Wed., 3/14 or Thurs., 3/15

 

Wed., 3/14 or Thurs., 3/15

  • Due:
  • CERS Journal Prompt #1 for “The Raven”
  • In Class:
  • Discuss and turn in CERS Journal Prompt #1 for “The Raven.”
  • See PowerPoint Notes. Notes/discussion of William Shakespeare, Sonnet 116: “The Marriage of True Minds,” 
  • Practice/Activity: Close Read for Sonnet 116: “The Marriage of True Minds.”  Read through Sonnet 116 for Iambic Pentameter.
  • A. First, read Sonnet 116 through one time without making notations.
  • B. Then, make notations on it to show that it is a sonnet: three quatrains and one rhyming couplet.
  • C. Next, read through Sonnet 116 a second time and mark each 10-syllable line into five 2-syllable sections, showing its iambic pentameter.
  • Small Group and Class Discussion:  What effect do you feel the iambic pentameter has on the reader?
  • Homework:
  • None

 

Fri., 3/16

  • Due:
  • None.
  • In Class:
  • See PowerPoint Notes. Notes/discussion of Denotation and Connotation,  Figurative Language: Simile, Metaphor, Symbol, and Personification and Sound Devices: Alliteration, Assonance, and Consonance. Couplets – Open and Closed Couplets
  • Practice/Activity: Close Read/PreWrite: Sonnet 116 – Figurative Language and Sound Devices. Close reade Sonnet 116:  “Marriage of True Minds.” Examine it for figurative language and sound devices.
  • A. Assess and notate Sonnet 116 for figurative language (similes, metaphors, symbols, and personification).
  • B. Then, read through it a second time and assess and notate Sonnet 116 for sound devices (alliteration, assonance, and consonance).
  • Homework:
  • None

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March 5 – March 9, 2018 . . . March Reading Month

Mon., 3/5/18

  • Due:
  • None.
  • In Class:
  • Complete in Class/Wrap Up.  Post Human Nature Survey.
  • Work on Compass Learning/Read.
  • Homework:
  • 20 minutes of pleasure reading.
  • Bring pleasure reading material.

Tues., 3/6/18

  • Due:
  • 20 minutes of pleasure reading.
  • Bring pleasure reading material.
  • In Class:
  • Read ALL period.
  • Homework:
  • 20 minutes of pleasure reading.
  • Bring pleasure reading material.

Wed., 3/7/18 . . . 8th Grade Panoramic Picture During ILD . . . OR Thurs., 3/8/18

  • Due:
  • 20 minutes of pleasure reading.
  • Bring pleasure reading material.
  • In Class:
  • Pleasure reading and/or Compass Learning
  • Complete in Class/Wrap up. Go to your Class Google Slide presentation and Comment/Question on the two slides below the one you completed. Use the “Dialogue Strategies: Questioning and Responding” to help you compose comments with substance. At least three sentences for each comment.
  • Homework:
  • 20 minutes of pleasure reading.
  • Compass Learning Unit #2 – due Fri., 3/23

 

  • Fri., 3/9/18
  • Due:
  • None.
  • In Class:
  • Introduction to Unit 3: Shaping Identity: Impacting the World. Introduction to Poetry:  See PowerPoint Notes. Notes/discussion of Goals, Structure and Pattern, and Classification.
  • Homework:
  • None.

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