Class Assignments

Friday 6/2/17

Period 1:

• Finish Foreshadowing Chart and Response
• Turn in work here

Thursday 6/1/17

Purpose: We are going to closely read "The Landlady" and focus on the author's use of foreshadowing; we will also evaluate how well the foreshadowing creates suspense.

1. Ready "The Landlady" on Actively Learn

2. Analyze Foreshadowing in "The Landlady"

• In class you will be assigned a group; work together to complete the assignment/paragraph

Wednesday 5/31/17

1. Present Lamb to the Slaughter Projects

2. First Read: "The Landlady"

• Read text on Actively Learn
• Add comments, ask questions, etc. as you read

Tuesday 5/30/17

1. Lamb to the Slaughter Group Presentations

• In small groups, you will be presenting your project

2. Film Comparison: Lamb to the Slaughter

TURN IN PROJECTS HERE!

Thursday 5/25/17

"Lamb to the Slaughter" Menu Options

Today we will show what we know about the protagonist and events from the plot. You will select one of the options from the document above. You will have the period to work on your project. On Tuesday, you will present your work in small groups. 45 points!

HW- Catch up on missing work; enjoy your long weekend!

Wednesday 5/24/17

Work that needs to be done:

• "Lamb to the Slaughter" Actively Learn Questions (1-8)
• 3-2-1 Summary
• The Lottery Poster and Write up
• The Lottery Before & After Reading Activities
  • TURN THISINTO CANVAS

Tuesday 5/23/17

Check destiny.sandi.net for book fines! This will impact Promotion and End-of Year Activities! We will be going to the library tomorrow (Wednesday)

• On the upper right hand corner, click log-in
• Select My Info near the center of the page after logging in
• This will bring up your current items that are due/fines your have

1. Complete Actively Learn Questions for Lamb to the Slaughter

2. Complete the 3-2-1 Summary for Lamb to the Slaughter

HW- Complete any missing work by Thursday!

Monday 5/22/17

1. Read "Lamb to the Slaughter" on Actively Learn

• Discuss title and reaction to the story
• Answer thinking questions #1-10 on Actively Learn

2. Finish Mini Poster of "The Lottery"

HW- "The Lottery" Mini Posters are due by Tuesday

Friday 5/19/17

Directions: Today you are going to create a poster for “The Lottery.” If you finish early, work on missing assignments, read, or No Red Ink. Specific directions are posted on the Google Doc

• Mini Poster Directions
• Mini Poster Rubric (how you'll be graded)
• Turn your work into Canvas when done! 40 points!

Thursday 5/18/17

Purpose: Discuss in small groups big ideas about "The Lottery"; compare the film version to the text

1. Watch the film version of "The Lottery

2. converSTATIONS

• Handout will be given in class
• due Friday (if not finished by end of period)

TURN IN "The Lottery: Before & After Reading" HERE- due TODAY (40 points)

Wednesday 5/17/17

Purpose- Use evidence to support our thinking and research/gather details to help us better understand the author's purpose of the story

1.Revisit "The Lottery"complete The Lottery Before & After Reading: You made a copy and started this YESTERDAY!

PART TWO: (on your Google Doc)

After reading, answer the following questions:

1. Is the lottery fair? Explain why you think it is or isn’t fair. Use evidence from the text (such as its purpose) to support your opinion.

2. RESEARCH - The author (Shirley Jackson). Cite the link(s) of your research.

• When did she write/publish the story?

• What was going on in the world (or what had just ended and was fresh in Americans’ minds?)

3. Come up with at least ONE question (different from your classmates’) about the story. It must be thought-provoking and serious. It should NOT have a yes/no answer. I suggest having one or two back-up questions in case a classmate has the same question as you. If you need help, you may use these question stems for a starting point:

• What would happen if…? • How could (or would)…?

• What would change if…? • Who might care if…?

• Why…? • Suppose that…?

• What might happen if…? • How…?

• Turn into Canvas by Thursday 5/17/17

Tuesday 5/16/17

We are finally done with TESTING!! We will now follow our normal English schedule!

Announcement: Literary Devices Review due by Thursday May 25th. This was something you completed when I had a sub on 4/27. It is worth 50 points and is something you can work on if you finish any classwork early.

Classwork for today: We are going to read "The Lottery" by Shirley Jackson. Before we read, we will discuss big ideas regarding the text and work on some vocabulary from the story.

1. The Lottery Before & After Reading

• Make a copy and save to English folder
• Access the audio version here

2. The Lottery Text- Actively Learn

Friday 4/27/17

Today we are going to review parts literary devices to prepare for SBAC on Monday

1. Make a copy of “Literary Devices Review” and follow the directions. You are required to complete 10 slides.

• This is due in Canvas by the end of the period
• Worth 50 points

2. Work on missing assignments or No Red Ink if done early

Thursday

Warm Up: Quizizz- Fragments & Run On Sentences

• Take out transitions handout from yesterday- I'm checking for a grade today!

Classwork:

1. Practice SBAC

2. Argument Practice

3. Jeopardy

HW- Study types of writing; Get sleep and eat a protein breakfast for testing next week; Bring headphones on Monday

Wednesday 4/26

Warm Up: Quizizz Transitions

Classwork: Today we are reviewing argument writing. We will take the argument writing checkpoint on KDS to review parts of an argument.

1. My Top 5 Transitions

• Make a copy
• Due by tomorrow!

2. KDS Writing Argumentative Checkpoint

• Go onto Illuminate and answer each questions besides the constructed response.
• Pause the test; DO NOT SUBMIT!

Tuesday 4/25

Classwork: Today we will be sharing introductions on Socrative and assessing our work using a rubric. In addition, we will be practicing SBAC questions on writing informational text.

1. Informational Text Sort Challenge

2. Police Dogs Introductions (from Illuminate)

• Copy/paste introductions to Socrative
• Class code is DB4F4354

3. Practice Questions #2-6 on Illuminate (KDS Writing Informational Text)

4. Quizizz- Active/Passive Voice

HW- Work on No Red Ink Subject/Verb Agreement

Monday 4/24

Classwork:

1. No Red Ink- Subject/Verb Agreement

2. Quizziz- Subject/Verb Agreement

3. Informational Text Practice

• Go on to Illuminate
  • 1. Access the KDS
  • 2. KDS Checkpoint Grade 8 Writing Informational - Complete #5 (Writing an Introduction)

HW- Catch up on missing work & work on No Red Ink; Finish introduction on Illuminate if not done in class

Friday 4/21

Classwork:

1. KDS Checkpoint 2-

1. Reread both texts- Illuminate (KDS Literature Integrate Knowledge & Ideas Texts)

2. Answer the practice questions. Be prepared to share/discuss answers!

3. Continue working on ONE of the constructed responses

4. Copy/paste response to Canvas

• Turn into Canvas here

Complete 8th Grade "“Excerpt from the “The Apple Branch” and "The Winning Flower Arrangement” " Constructed Response

• Read the texts first on Illuminate (KDS Literature Integrate Knowledge & Ideas Texts)
• Make a copy and save to English folder

Thursday 4/20/17

Classwork:

1. Kahoot- Constructed Responses

2. KDS Checkpoint 2-

Complete 8th Grade "“Excerpt from the “The Apple Branch” and "The Winning Flower Arrangement” " Constructed Response

• Read the texts first on Illuminate (KDS Literature Integrate Knowledge & Ideas Texts)
• Make a copy and save to English folder
  • Turn into Canvas here
    • You will just copy/paste the text this time into the Canvas assignment instead of submitting the link

Wednesday 4/19/17

Classwork:

1. Finish assessing constructed responses

• Group leader- make a copy of 8th Grade Student Example Rubric- Constructed Response for craft/structure

2. Complete 8th Grade "“Excerpt from the “The Apple Branch” and "The Winning Flower Arrangement” " Constructed Response

• Read the texts first on Illuminate (KDS Literature Integrating Texts)
• Make a copy and save to English folder
• Complete constructed responses by tomorrow!

Tuesday 4/18/17

Warm Up: No Red Ink (Subject/Verb Agreement)

Classwork:

Purpose: Today we will be using evidence to support our thinking about two texts; in addition, we will construct a constructed response that contains a claim, evidence, and commentary.

1. Listening Practice

• "Cottontail Rabbit" Listening Questions

2. Checkpoint #1 Constructed Responses

• Group Analysis- 8th Grade Student Example Rubric- Constructed Response for craft/structure
• Independent Practice- Pick one prompt to answer- 8th Grade "A Diary of Laney Hudson/A Surprise for Jasmine" Constructed Response
  • Send link to your work here

HW- Finish missing work and constructed responses for Checkpoint #1

Monday 4/17/17

Purpose: Today we will be using evidence to support our thinking about two texts; in addition, we will construct a constructed response that contains a claim, evidence, and commentary.

1. No Red Ink - Punctuation with conjunctions- due tomorrow (45 points)

2. Trail of Tears Explanatory Essay (make sure it is turned in!)

Color Coding- click here

• Turn link into here (make sure I can edit your document)

3. Constructed Response Practice

• 1. Go to Illuminate HC - click here
• 2. Open up KDS Checkpoint Literary Craft/Structure
• 3. Read the two texts (do not answer the test questions)
• 8th Grade "A Diary of Laney Hudson/A Surprise for Jasmine" Constructed Response

HW- Finish No Red Ink by tomorrow (45 points) and submit explanatory essays for History/English

Friday 4/14/17

1. Reading Literature Craft/Structure Checkpoint on Illuminate HC - click here

• Today we will practice questions to prepare for the SBAC

2. Finish Trail of Tears Explanatory Essays

Submit Link to Work- click here (MAKE SURE IT IS SHARED WITH ME AS EDITOR (SHULL@MIDDLESD.COM)

Resource:

• Writing Proficient Body Paragraphs
• Click here for Explanatory Essay Outline

Thursday 4/13/17

Warm Up: No Red Ink

Classwork:

Explanatory Essay- Trail of Tears (click here for Explanatory Essay Outline)

Today, use your time in my class to finish annotating and begin drafting your essay. This will be due at the end of the day tomorrow and your grade will count in Mr. Selby's class and mine.

HW- Turn in narratives

Wednesday 4/12/17

1. Narrative Structure Quiz - click here to take it

2. Finalize narratives & turn into Canvas- click here to turn in

• Review dialogue punctuation
• Create a creative title

3. Work on No Red Ink (if done early)

. Listenwise Listening Assessment

• Listen to the 2 minute audio clip
• Take the 5 question quiz
• Screenshot your results and email to shull@sandi.net

Tuesday 4/11/17

Classwork: Today we will be reviewing and assessing our narratives. We will use a checklist and rubric to make sure we have the best possible narrative to turn in.

1. Review Prompt & Rubric (pg. 2)

Prompt: You are going to read an excerpt from the history book and a poem about immigration to the United States during the 1800s. You will also look at some photographs taken during that time period. As you read and study the photographs, think about how this experience may have affected the individual people who lived through it. Our country was founded on freedom, and this promise of a better life attracted millions of immigrants to the United States, and this is still occurring today. Ellis Island in New York and Angel Island in San Francisco were two processing centers that immigrants had to go through in order to become a part of American dream. Finally, you will write a narrative, showing how a particular small moment during this experience affected one person.

Here are your choices for your narrative:

A. A young immigrant child, enrolled in public school

B. A mother living in a tenement in New York

C. A father, getting off the boat

D. A Nativist, who opposes immigration

2. Color code your narrative:

• Exposition- yellow
• Rising Action- green
• Climax- blue
• Falling Action- purple
• Resolution- pink
• Dialogue- bold
• Transitions- (use planner)- showing time- underline

3. Assess narrative with rubric

HW- Finish revising narrative & work on No Red Ink; Narrative quiz tomorrow

Friday 4/7/17 & Monday 4/8/17

Purpose: Today is day one of drafting day for our narratives. You will be writing an imagined experience of an individual and how that small moment impacted his/her life. Use the sources you have annotated from the performance task to make your narrative as realistic as possible (takes place in the 1800's). Use details to create characters, setting, conflicts, etc. that would belong to this particular time period.

1. Open Narrative Google Doc and Performance Task (to access sources/images)

2. Send your work to this Link to Work- Form so I can give you feedback as you work today/Monday

Narrative Outline- no set # of paragraphs; should be more than a page, but no longer than 3 pages!

Narrative Outline

• First/third person point of view
• Balance of dialogue
• Dialogue should start a new paragraph each time a different character speaks
• Narration (use figurative, sensory details)

Exposition

• Hook/ attention grabber
  • Narrative Hooks- Show, Not Tell

TELLING:

Erin was a 12 year old girl who was born in Dublin, Ireland and was about to move to America. She was so excited.

SHOWING:

The sunlight peeked into Erin's bedroom and slowly began to wake her from her deep sleep. As she opened her eyes, her stomach fluttered with excitement, yet her heart was filled with sorrow. Today is the day I leave everything I know for the unknown, she thought to herself.

• Establish setting and introduce character(s)
• Introduce conflict (problem)

Rising Action

• Develop conflict

Climax

• Most exciting part of the story - the turning point in the story

Falling Action

• Conflict begins to resolve itself

Resolution

• Ending of the story, theme should be implied by author/writer

HW- Study narrative structure (the outline above) -quiz on Wednesday

Thursday 4/6/17

Warm Up: No Red Ink- Punctuation with Conjunctions

Classwork: We will begin looking at a student's sample of a narrative to determine traits of engaging narratives and begin drafting our narratives.

1. Finish analyzing "8th Grade Narrative Performance Task Mentor Text (Student Sample) " (copy should be in English Folder)

2. Write your narrative

• 1. Create a new blank Google Doc
• 2. Name it:
  • Last Name First Name Immigrant Performance Task
  • Save to English folder!!

Wednesday 4/5/17

Classwork: Today we will be annotating the sources in order to write our narratives..

1. Finish reading & annotating sources 1-3

2. 8th Grade Narrative Performance Task Mentor Text (Student Sample)

• Make a copy and save to English folder

Tuesday 4/4/17

Warm Up: No Red Ink- Punctuation with Conjunctions

Classwork: Today we will be annotating the sources in order to write our narratives. In addition, we will begin looking at a student's sample of a narrative to determine traits of engaging narratives.

1. Pre-Write Immigration Free Write

2. Read & annotate sources

HW-

1. Catch up on No Red Ink (first two levels of Punctuation with Conjunctions should be complete)

2. Turn in Lewis & Clark essays TONIGHT!

Monday 4/3/17

This week will be writing a narrative. Today our goal is to review the structure of a narrative and identify parts of a plot.

Warm Up: No Red Ink- Punctuation with Conjunctions

Classwork:

1. Review Narrative

• Narrative Review Kahoot

2. Review Plot Structure

• Parts of Plot Review- Vimeo
  • Practice identifying parts of plot
    • "Tell Tale Heart" Plot Chart Example
    • Plot Practice with Pixar- Plot in Lifted
      • Complete the handout in class

3. Narrative Performance Task:

• Make a copy of the document above and save to English folder
• Today we are going to begin annotating source 1, 2, and 3.
• Rubric

Friday 3/24

Last day to draft Lewis & Clark Explanatory Essays!

Turn in essays to Canvas- click here

Have a wonderful break and if you didn't finish your essay in class, please complete it over the break.

Thursday 3/23/17

Drafting Day

We are continuing to draft our explanatory essay

Use the following to help develop your body paragraphs:

Body Paragraph Help

Wednesday 3/22/17

Classwork: Draft Day! Today we will take our annotations and answer the prompt by writing an informative essay. We will be focusing on creating a thesis statement & drafting the essay.

1. Creating a thesis statement:

• Restate the prompt + answer the question
• Think "just right"- not too general and not too specific

2. Drafting- support your thesis!

• Create a new, blank Google Doc and title it:
  • Last Name First Name Lewis & Clark Explanatory Essay

3. Share it with me @ this Google Form

• Use the link below and you planners as a guide to write your best work yet!
• Explanatory Writing Visual Notes

Tuesday 3/21/17

Classwork: This week we will be practicing a performance task that will help us prepare for the SBAC in May. We will work on annotating and close reading for information today in class to prepare for the informative essay.

1. Make a copy of the following:

• Grade 8 Prompt for Informative / Explanatory Writing
• Save to English Folder (call folder Writing Practice)

2. Annotate- focus on finding/annotating information about the focus question:

• According to these texts, explain why the explorations of Lewis and Clark is considered a significant part of American history? Be sure to use evidence from the texts to support and develop your thinking.
• You will have today to read and annotate the three sources.

EXIT TICKET: What are 2-3 ways Lewis & Clark's expedition is significant to US history?

Explanatory Writing Visual Notes

Monday 3/20

Warm Up: Kahoot- Informative Writing Review

Classwork: This week we will be practicing a performance task that will help us prepare for the SBAC in May. We will work on annotating and close reading for information today in class to prepare for the informative essay.

1. Make a copy of the following:

• Grade 8 Prompt for Informative / Explanatory Writing
• Save to English Folder (call folder Writing Practice)

2. Annotate- focus on finding/annotating information about the focus question:

• According to these texts, explain why the explorations of Lewis and Clark is considered a significant part of American history? Be sure to use evidence from the texts to support and develop your thinking.
• You will have today to read and annotate the three sources.

EXIT TICKET: What are 2-3 ways Lewis & Clark's expedition is significant to US history?

HW- Make up incomplete Poe Test this week!

Friday 3/17

Poe Unit Test

Part 1: Constructed Response:

• Click here to turn Constructed Response in

Part 2: Poe Unit Test on Canvas

• Click here to access the test.

Finished Early? Work on Argument Assignment from yesterday

Thursday 3/16/17

Classwork:

Today we are going to review parts of an argument, such as claim, evidence, counterargument, and rebuttal, while looking into the issue of professional athletes and how much they make. Complete all three activities below.

Due by the end of the period and it is worth 51 points! Turn into Canvas when done (click here)

1. Download and make a copy of the "Are Athletes Overpaid?" and save to English folder.

• Are Athletes Overpaid? Argument Analysis
• Due by end of period

Tuesday 3/14/17 & Wednesday 3/15/17

Classwork:

1. Finish "The Raven" Thinking Questions

Team Captains- turn in work here

2. Poe Unit Test

Part 1: Constructed Response:

• Click here to turn Constructed Response in

Part 2: Poe Unit Test on Canvas

• Click here to access the test.

Monday 3/13/17

Classwork: Today we are going to be analyzing and taking a closer look at literary devices, such as repetition, imagery, theme, etc. in "The Raven." You will discuss questions with your group and synthesize (put together) answers.

Conversation Skill Mini Lesson- Synthesizing

"The Raven" Thinking Questions

• Each member contributes in own color
• Discuss question/answer BEFORE synthesizing one response.
• Team captains make a copy

HW- Study for the Poe Unit Test on Tuesday

Friday 3/10/17

• Submission Links for Today:
  • Close Reading: Question & Clarify "The Raven" (period 1 only)
  • Mood Analysis in "Tell Tale Heart" (link to Canvas to submit work)

Complete the following:

1. "The Raven" Actively Learn Close Reading Questions

2. Mood Constructed Response for "Tell Tale Heart"- turn into Canvas

3. No Red Ink "Using Quotes in Your Writing" 4 Levels Total!

All of these need to be finished in class and are today. I will be available at lunch or after-school for help.

Done early or already caught up?

• "The Raven" Extension Activities
• Independently Read
• Study for the Poe Unit Test on Tuesday

Thursday 3/9/17

Warm Up: No Red Ink- Embedding Quotations (due Friday 3/9)

Classwork: We are going to analyze "The Raven" and cite evidence to support our analysis of the mood, word choices, and theme.

Period 1:

• Turn in:
  • Close Reading: Question & Clarify "The Raven" (period 1 only)
  • Mood Analysis in "Tell Tale Heart"

1. Go to Nearpod

We will use Nearpod to complete the lesson in class

Period 6/7

Classwork: Today we will finish close reading by clarifying and questioning the text. We will also summarize the plot of "The Raven" and analyze how lines of dialogue or incidents in a story develop the plot and character.

1. Finish Actively Learn annotations & questions (#1-5)

2. Complete "The Raven" Storyboard (copy and save to English Folder)

• Directions:
• Include 5 significant moments and include the corresponding quote from the poem. You can include an illustration/symbol as well that relates to the scene.
  • Example citation: "Quoth the Raven, 'Nevermore'" (stanza 13)
• Explain how the moment impacts the development of plot or character.
• DUE AT END OF PERIOD!

HW- Finish Actively Learn Questions for "The Raven," complete No Red Ink Embedding Quotes, and catch up on missing work

Wednesday 3/8/17

Classwork: We are going to continue close reading "The Raven." Today we will focus on clarifying the text and summarizing the story by annotating.

1. Go to Actively Learn and open "The Raven"

2. Annotate as you reread focusing on

• Clarifying (putting what is happening in your own words)
  • I understand...
  • In this part......
  • I'm figuring out ....
• Questioning (asking questions, marking confusion, looking up unknown words/phrases)
  • I'm struggling with...
  • I don't understand....
  • I'm confused about...

TURN IN ANNOTATING GOOGLE DOC TO CANVAS- click here

2. Answer the thinking questions on Actively Learn for "The Raven"

Tuesday 3/7/17

Warm Up: No Red Ink (Embedding Quotations)

Classwork: We are going to continue close reading "The Raven." Today we will focus on clarifying the text and summarizing the story by annotating.

1. Go to Actively Learn and open "The Raven"

2. Annotate as you reread focusing on

• Clarifying (putting what is happening in your own words)
  • I understand...
  • In this part......
  • I'm figuring out ....
• Questioning (asking questions, marking confusion, looking up unknown words/phrases)
  • I'm struggling with...
  • I don't understand....
  • I'm confused about...

2. Answer the thinking questions on Actively Learn for "The Raven"

HW- make up missing work by Thursday 3/9/17

Monday 3/6/17

Warm Up: No Red Ink- Embedding Quotations

Classwork: Today we will be close reading "The Raven." Our goal for today is to clarify the text and make inferences about what we think the poem is about.

1. Finish and turn in Mood Constructed Responses about "Tell Tale Heart"

https://sandiegounified.instructure.com/courses/48271/assignments/22328

• Turn into Canvas- worth 30 points and is due by tomorrow!

2. Begin "The Raven"

• The Raven Activities
• Access the text on Actively Learn

HW- Finish revising Mood Constructed Responses about "Tell Tale Heart"

Thursday 3/2/17

Warm Up: No Red Ink- Embedding Quotations

Classwork: Today we will be working in small groups. In your groups, you will be reading each other's constructed responses and providing feedback about how the paragraph could be improved. After, you will revise your work, taking your group's feedback into consideration.

1. Open up your Mood Analysis Constructed Response

2. Use the document below as a guide for your feedback.

Wednesday 3/1/17

Classwork:

Send me the link to your work before your begin today!

• Draft your constructed response- due @ end of period!
• Turn into Canvas when done

Friday 2/24

Classwork: Today we will review mood and practice identifying it in different "texts."

1. Review and practice identifying mood (explicit and implicit details)

• Go to Nearpod
• Log in with the code (in class) and sign in with your first name

HW- No Red Ink- Pronoun/Antecedent Agreement due!

Thursday 2/23

Warm Up: Finish No Red Ink- Pronoun/Antecedent Agreement

• TURN IN SYMBOLISM PARAGRAPHS!

1. Begin Tone/Mood Analysis in "Tell Tale Heart"

• Interactive presentation- click here to access during class
• Tone & Mood Words- save to your English Folder

Wednesday 2/22

1. Finish "Tell Tale Heart" Symbolism Paragraph:

• What does the symbol represent in "Tell Tale Heart?" Provide evidence to support your thinking.
• Turn in classwork to Canvas (team captains only)

Tuesday 2/21

Warm Up: No Red Ink

• Pronoun-Antecedent Agreement
• Due by tomorrow (Wednesday 2/22)

Classwork:

• Continue constructed response paragraphs with groups
  • Turn into Canvas- click here
• Highlight/color code according to directions in Google Doc BEFORE submitting
• Double check you have all requirements!
  • Constructed Response Requirements (see in planner)
  • Third Person Point of View
  • Use transition words (huge list in planner)
    • Claim- Answers the prompt & includes TAG (title, author, genre of text)
    • Concrete Detail=Text evidence (might need to have two of these)
    • Commentary (response, analysis, evaluation)
      • Explanation of how the text evidence supports your claim
      • Refer to specific literary terms in your commentary
    • Concluding sentence- pulls together or summarizes the main idea of the paragraph

HW- Catch up on missing work!

Thursday 2/16

Link to Canvas- https://sandiegounified.instructure.com/

1. Pre-fix Quiz on Canvas

• Turn in HW (30-15-10 Week 2 List) on Canvas- click here

2. Continue group analysis of symbolism in "Tell Tale Heart"

• Today we are working on Activity 3- Constructing Your Constructed Response
• PROMPT:
  • Construct a response that explains the deeper meaning of your chosen symbol from the text
• Due @ the end of class!
• Constructed Response Requirements (see in planner)
  • Third Person Point of View
  • Use transition words (huge list in planner)
    • Claim- Answers the prompt
    • Concrete Detail=Text evidence
    • Commentary (response, analysis, evaluation)
      • Explanation of how the text evidence supports your claim
      • Refer to specific literary terms in your commentary
    • Concluding sentence- pulls together or summarizes the main idea of the paragraph

HW- Finish Actively Learn Thinking Questions for "Tell Tale Heart"

Wednesday 2/15

Warm Up:

• No Red Ink- Pronoun/Antecedent Agreement

Classwork:

• We will be reviewing symbolism (what it is and how to find it) in order to determine the deeper meaning of symbols in the story

1. Symbolism in "Tell Tale Heart" - Group Assignment

Team Captains- make a copy of your team's colored document

• Red Teams
• Green Teams
• Yellow Teams

In your groups, you will complete activity 1 & 2 today.

HW- Work on Week 2 30-15-10 Vocabulary (quiz on Thursday)

Tuesday 2/14

Classwork:

• We are going to finish our close reading questions about "Tell Tale Heart" in Actively Learn

1. Finish questions about "Tell Tale Heart" on Actively Learn

2. Symbolism in "Tell Tale Heart" - Group Assignment

• Team captain will make a copy

HW- Work on Week 2 30-15-10 Vocabulary (quiz on Thursday)

Monday 2/13

Warm Up:

• 30-15-10 Week 2 Journal
  • Make a copy of Week 2 30-15-10 Vocabulary
  • Access the notes/definitions here
  • Complete and turn into Classroom by Thursday 2/16

Classwork:

• Annotate and answer thinking questions about "Tell Tale Heart" on Actively Learn
• Use evidence from the text to support your answers
• We will review questions in class

Friday 2/10/17

1. Prefix Week 1 Quiz- on Canvas

• Login with ID and Password
• 8 questions and is worth 8 points

2. Turn in Tell Tale Heart Pre-Reading Activity and 30-15-10 Vocabulary Journal #1 into Google Classroom

3. Read "Tell Tale Heart" on Actively Learn and complete the "Tell Tale Heart" Reading Check

Thursday 2/9/17

Warm Up: No Red Ink

Pronoun/Antecedent Agreement

• http://www.noredink.com/learn/assigned_practices/1082189

Classwork:

Finish "Tell Tale Heart" Pre-Reading Activities 1-4 (from Tuesday)

• You should have a copy in your English folder
• "Tell Tale Heart" Pre-Reading Activities

HW- Prefix List #1 due tomorrow and there will be a quiz as well!

Wednesday 2/8/17

Classwork

• NAEP Testing
• Work on Prefix Week 1 Vocabulary activity

Friday 2/3/17

Warm Up: Active & Passive Voice

• Finish the 5 activities on No Red Ink- "Active & Passive Voice Practice"
• Watch videos and look at examples here for support
• 20 points and is due by Monday (you should be on the third level if you have been keeping up in class)
  • Due 2/6/17

Classwork:

• Finish Benchmark Fix Ups in groups (see classwork from 2/2/17)

HW- Finish No Red Ink "Active and Passive Voice Practice"

Thursday 2/2/17

Warm Up:

Class Review: click here to watch

Take the English Class Review Quiz - click here

Classwork: Test Fix Ups

Test Fix-Ups- Benchmark 2 team captains make a copy and share with group)

• You will be put into groups to work on answering several missed questions on the benchmark
• Your goal is to collaborate with your group and discuss the correct answers and HOW you got them
• This will be turned into Google Classroom and will count towards your Benchmark 2 Test Grade

HW- Put yourself into the correct Google Classroom Period (see Home page) & resubmit your Argument Letter to that class assignment

Wednesday 2/1

Finish Benchmark 2

• Done Early?
  • Read
  • Work on No Red Ink
  • Finish LATE Argument Performance Task Letters

Tuesday 1/31

1. Finish Benchmark 2

https://sdusd.illuminatehc.com/login

Log-in with ID & AD Password.

• MAKE SURE YOU SUBMIT YOUR ARGUMENT LETTER (NOW POSTED IN POWERSCHOOL)

Friday 1/27/17

1. Benchmark 2- 8th Grade

https://sdusd.illuminatehc.com/login

Log-in with ID & AD Password. You will have today and Monday (and extra time if needed).

Thursday 1/26/17

FINAL DAY FOR ARGUMENT LETTERS (if not done in class today, it is officially homework and due Friday!)

Warm Up: Identifying Active/Passive Voice on No Red Ink

Classwork:

1. Finish argument letter

2. Check work in Grammarly

3. Color code your writing using the color code in the document below:

• Turn into Google Classroom when done
• Work on No Red Ink, read, or missing work if finished early

HW- FINISH ARGUMENT LETTER BY FRIDAY

Wednesday 1/25/17

Classwork: Today we are continuing the Argument Performance Task. When done:

1. Check grammar in Grammarly (download in Chrome store if you do not have). You have to copy/paste your work in a Grammarly document to check it.

2. Color code your final draft using the following colors:

Tuesday 1/24/17

Warm Up: Active/Passive Voice

1. Go to noredink.com

2. Complete the following levels:

Identifying Active Voice Verbs

Identifying Passive Voice Verbs

Classwork:

1. Work on Argument Performance Task

Monday 1/23/17

Warm Up: Reading Plus Vocabulary

Classwork:

• Continue Argument Performance Task
• 100 points that will count for Semester 1
• Make sure you have submitted your Google Doc to the Form from Friday 1/20/17

Friday 1/20/17

1. Argument Structure Notes

• Open up Writing Structure Notes (from a few weeks ago) If you lost it, make a copy and save to your English Folder

2. Begin drafting Argument Performance Task

• 1. Create a new, blank Google Doc
• 2. Title it- Last Name, First Name, Argument Performance Task
• 3. Share it with me using this form- click here
  • Reread the prompt on Actively Learn
  • Use the sources from the performance task to cite evidence

Thursday 1/19/17

Warm Up:

• PowerSchool Check!
• Work on No Red Ink

Classwork:

1. Finish argument T-Chart

• Turn this into Google Classroom when done!

2. Argument Outline

HW- Missing work needs to be turned in by tomorrow!

Wednesday 1/18/17

1. Continue reading Source #1 & 2 for Performance Task

• Finish reading and annotating Source #1 & Source #2

2. Complete the 4th Amendment Students' Rights T-Chart

• Turn into Google Classroom when done

Tuesday 1/17/17

Warm Up: http://www.noredink.com/learn/pretests/320002

Classwork:

• This week we are going to be working on a practice performance task.
• We will read multiple sources to form a claim/argument regarding, "Should schools be allowed to search students’ possessions if they believe that there is evidence that will reveal a policy violation?"

1.Go to Actively Learn to access the Argument Performance Task Prompt: Bill of Rights. We will be using Actively Learn to annotate and mark up each source.

2. Today in class we will work on breaking down the prompt and annotating source #1

HW: Finish annotating Source #1 (if not done in class) and turn in any missing work by 1/20 (this Friday!)

Friday 1/13/17

Classwork:

1. Finish reading "The Gun Debate in America" (if not done yesterday). Use the "Say Something" strategy to actively read the text in chunks.

2. Answer the thinking questions (#1-6). Remember- you are graded on having commentary. Use the commentary sentence starters to help you explain your answers. Highlight commentary in blue.

3. Take the reading check quiz on "The Gun Debate" on Canvas. You can use the article (which means you SHOULD go back to the text to support your answers!)

4. Moby Max Assessment- You will be getting your account today. Begin the language assessment AFTER COMPLETING YOUR CLASSWORK!

HW- MISSING WORK DUE BY 1/20! MAKE UP YOUR ZEROES!

Thursday 1/12/17

ALL MISSING ASSIGNMENTS NEED TO BE TURNED IN BY FRIDAY 1/20 TO BE REFLECTED IN SEMESTER 1 FINAL GRADES.

WARM UP: Moby Max Assessment- 10 minutes

CLASSWORK:

1. Finish discussing and turn in Second Amendment and Gun Issues Today to Google Classroom

2. Read & analyze The Gun Debate in America by Upfront Magazine

• You will closely read the article to determine arguments for and against gun ownership
• make inferences about the text and cite evidence to support your thinking

HW- Make up any zeroes

Wednesday 1/11/17

Warm Up: Reading Plus Vocabulary

Classwork:

1. Finish Collaborative Work: Second Amendment and Gun Issues Today

2. Begin reading "The Gun Debate"

HW- Make up any zeroes!

Tuesday 1/10/17

Warm Up: Reading Plus- Vocabulary

Classwork: Second Amendment- Looking Closely at Charts and Graphs

1. Overview of Second Amendment- Why is it so difficult to interpret the Second Amendment today?

2. Collaborative Work: Second Amendment and Gun Issues Today

Learning Goals:

• Make inferences and use evidence to support analysis of graphs/images
• respond to others' questions and comments with relevant evidence and ideas

Directions:

1. Team captains- make a copy and share with group (same groups as yesterday)
2. Work collaboratively to analyze (look closely) a political cartoon and graphs
   1. Stay on the same question, discuss ideas/opinions, and write a response BEFORE moving on to the next question
3. Each select your own color to contribute your thinking in (take turns)

HW: Make up any zeroes!

Monday 1/9/17

Warm Up: IXL BB1- Subject Verb Agreement

Classwork: Current Events and the First Amendment

1. Small Group Discussion: Thinking questions for "To Burn or Not to Burn?"

2. Reflection

3. Turn into Google Classroom

Friday 1/6/17

Warm Up: Subject Verb Agreement IXL - BB1

• Shmoop Subject Verb Agreement Video Review

Continue working on: First Amendment: To Burn or Not to Burn?

• We will be determining two author's claims and identifying their evidence
• We will closely read and annotate the text to comprehend
• We will discuss our opinions and make connections to the First Amendment

Bill of Rights Activities- Slide Presentation

HW- Catch up on missing work; END OF THE SEMESTER IS COMING; Remember to turn work into Late Work Form!

Thursday 1/5/17

Warm Up: Verb Tense Shift - IXL W1 (10 minutes)

Classwork:

1. Reading Plus

• Complete 2 reading comprehension activities of your choice
• Complete 1 vocabulary activity
• Worth 30 points for completing all three activities

Done Early?

• Work on missing assignments
• Independently read
• IXL

Wednesday 1/4/17

1. IXL- Verb Shifts- W.1 (see Grammar Support section for help)

2. 1st Amendment in Current Events- Burning the Flag

Make a copy of this document: First Amendment: To Burn or Not to Burn?

• We will be determining two author's claims and identifying their evidence
• We will closely read and annotate the text to comprehend
• Bill of Rights Activities- Slide Presentation

Tuesday 1/3/17

Welcome Back!

1. New Seats and end of semester challenge!

2. Discuss O. Henry Quiz

3. Vocabulary Warm Up- Reading Plus

4. Begin Bill of Rights Unit

• Review explanatory writing structure
• Bill of Rights Activities- Slide Presentation

Friday 12/16

1. Take O. Henry Unit Quiz- click here

• This is on Canvas (sign in with ID and Password)
• There are 12 multiple choice questions and 2 constructed responses
• This is due by the END of the period
• If you are done early, work on missing assignments or Reading Plus

Thursday 12/15

1. Review "After Twenty Years"

2. Read and analyze "Gift of the Magi"

• Go to Actively Learn
• We will read the story 1 time through together
• You will then answer questions that require you to think about Level 2 & Level 3 questions
• Audio Book

Wednesday 12/14

Foreshadowing and Irony in "After Twenty Years" Activity

• Make a copy of the Google Doc and put in your O. Henry Folder
• Complete all three activities. We are focusing on O. Henry's use of foreshadowing, situational irony, and making inferences about events in the plot.

HW-

• Review O. Henry short stories ("A Retrieved Reformation" and "After 20 Years" for test Friday)
• Make sure you turn in your Argument Letter to Google Classroom!

Tuesday 12/13

1. Finish reading "After Twenty Years"

Monday 12/12

1. Turn in Argument Letter Assignment (if not already turned in) to Google Classroom

2. Context Clues Practice

• Make a copy and put into O. Henry Folder

3. Discussion: “What makes a person a true friend?”

4. Close Read- "After Twenty Years" on Actively Learn

• Period 1
• Period 6
• Period 7

HW- Turn in Argument Letter by tonight!

Friday 12/9

1. Finish Argument Letter (5 paragraphs total)
2. Once done with the letter, follow the directions on slide 13:
   1. When done with draft, create new Google Doc
   2. Title it: Period Last Name First Name Argument Letter
   3. Paste draft onto the Google Doc
   4. Add (Dear….., )
   5. Add closing (From, Sincerely, etc.)
   6. Double check grammar and spelling using Grammarly!
   7. Begin checking the structure/specifics (see Slide 5)

4. After putting it altogether on the Google Doc, color code your letter for each paragraph:

Introduction: (1)

1. Highlight purpose of letter in yellow
2. Highlight how you know Jimmy in blue
3. Highlight thesis/main point in green

Body Paragraphs: (2 & 3)

1. Highlight the claim in each paragraph in yellow
2. Highlight examples/evidence in blue
3. Highlight commentary (your explanation about WHY or HOW he has changed) in green
4. Highlight concluding sentence in orange

Counterargument/Rebuttal (4)

1. Highlight counterargument in yellow
2. Highlight rebuttal in blue
3. Highlight commentary in green
4. Highlight concluding sentence in orange

Conclusion: (5)

1. Highlight restatement of claims in yellow
2. Highlight thought provoking statement or interesting question in orange

• As you color code, if you find that you don’t have part of the paragraph, please include it in your draft.
• Double check in Grammarly BEFORE submitting
• Turn into the Jail Time? Google Slides document (chart and rough draft) & Argument Letter Final Draft Google Doc into Google Classroom when done. You will upload 2 documents total.

For those who finish early:

• Reading Plus
• Independently Read (book or magazine)
• Missing Work
• IXL

Thursday 12/8

Warm Up: Formal Writing

1. Watch this EdPuzzle Video

• Listen to the information presented and answer the questions about formal writing
• Period 1- click here
• Period 6- click here
• Period 7- click here

2. Practice identifying formal language on IXL- WW3

3. Continue drafting argument letter

Rough Drafts are DUE by tomorrow (Friday!)

Wednesday 12/7

1. We will be writing the rough draft of our letter. This will be completed on slides 8-12.

Submit the link to your Slides document in the Google Form below. I will be using this to conference with you while you draft today.

Tuesday 12/6

Jail Time? Argument Letter from Ben Price

• Make a copy of the document above
• We will be writing an argument letter to Ben Price's boss, justifying your choice to NOT arrest Jimmy

1. Review prompt and task

2. We will focus on creating claims and gathering evidence to support our claims. This is on slide #6.

Resource:

• (Video)- Making a Claim
• (Video)- Counterargument/Rebuttal

HW- complete the chart (below) if not done in class.

Monday 12/5

1.Book Fair

2. Open Mind: Analyzing Jimmy Valentine

• Open Mind Directions (no need to make a copy; you can just view this document)
• Open Mind Poster Template (make a copy and share with your teammate)
  • Turn this into Google Classroom when done
  • This is worth 60 points! Pay attention to grammar and spelling!

HW: Catch up on missing assignments; turn in Who is the Real Jimmy Valentine? to Google Classroom if you haven't; finish AA1-AA2.

Friday 12/2

1. Review classwork from yesterday

2. Open Mind: Analyzing Jimmy Valentine

• Open Mind Directions (no need to make a copy; you can just view this document)
• Open Mind Poster Template (make a copy and share with your teammate)
  • Turn this into Google Classroom when done
  • This is worth 60 points! Pay attention to grammar and spelling!

HW: Catch up on missing assignments; turn in Who is the Real Jimmy Valentine? to Google Classroom if you haven't; finish AA1-AA2.

Thursday 12/1

Classwork- all due by then END of the period.

Here is what needs to get done today:

• We will be working on answering reading check questions in Actively Learn and characterizing Jimmy Valentine's character by looking closely at his actions, thoughts, etc. Read the directions carefully to understand the assignment.

1. Go to Actively Learn and answer questions for A Retrieved Reformation in Actively Learn (9 total). Use complete sentences and correct capitalization for credit.
2. Complete “Who is the Real Jimmy Valentine?” Chart and turn into Google Classroom when done. Directions are posted on the Google Doc.

• Who is the Real Jimmy Valentine? (make a copy and save to O. Henry Folder)
• Add last name, first name to the title of document

3. Work on IXL AA2 (and AA1 if not done)

These three assignments will be on your P2 Grade.

HW: Missing work needs to be turned in by 12/2.

Wednesday 11/30

*Turn in A Retrieved Reformation Vocabulary to Google Classroom by today!*

1. Finish reading A Retrieved Reformation

2. Annotate the text:

Using Actively Learn, go back through the story and annotate/make notes about the following:

1. Explain the meaning of the story’s title. Use evidence to support your thinking and highlight examples in the text.

2. Find three details in the story that support the idea that Valentine has really changed. Explain your thoughts about these.

3. What is the theme in this story? Use evidence from the text to support your idea. Add notes to evidence seen in the text.

HW: Work on AA2; Finish annotating on Actively Learn.

Tuesday 11/29

Warm Up: Active Voice- AA2

Period 1: Need to review:

Characterization & Irony Notes - make a copy, save to English folder, and fill out during presentation

Period 1, 6, and 7:

Turn in Vocabulary to Google Classroom

Begin reading - A Retrieved Reformation -access through Actively Learn.

Use your iMiddle Google account to login.

• Period 1- click here
• Period 6- click here
• Period 7- click here

Monday 11/28

1. Warm Up: Think/Pair/Share:

People speak of turning points in their lives when they seem to change. Do you think people can really change? Or if a person is once considered a criminal, will they always be a criminal? Take a moment to think about this so you can share it with your partner.

2. Vocabulary in Retrieved Reformation

• (make a copy and add to O. Henry Folder)

3. Characterization & Irony Notes - make a copy and fill out during presentation

Friday 11/18

Warm Up: Ted Talk Beware of Online Filters Kahoot

Classwork:

1. Finish lesson from yesterday.

2. Final reflection about the issues raised in the Ted Talk:

Click here to post to Canvas

Thursday 11/17

We will watch a TED Talk about Online "Filter Bubbles." We will be thinking about the author's main claims (issues) in his speech and actively "read" (analyze) his talk.

1. Make a copy and save to Civil Rights Folder- TED Talk: "Beware of Online Filters"

Step 1: What Does It Say? What Does It Mean?

Take notes as we listen to the TED Talk. We will then discuss what you think the meaning of his speech is and clarify questions.

Step 2: Thinking Questions - Link to TED TALK: Beware Online "Filter Bubbles" Group Analysis

Directions: Collaborate with your group and discuss the “TED TALK: Beware Online "Filter Bubbles" Group Analysis.” Only ONE team member will be the recorder and will type responses. However, EVERYONE is responsible for contributing, discussing ideas, and reviewing work for errors.

Step 3: Identify Central (MAJOR) Ideas:

Directions: Reread the transcript of the TED Talk below. With your group, highlight sentences in the text that illustrate central ideas (main claims/issues the author is telling us).

Step 4: Sharing Central Ideas in the "Text"

Directions: With your group, select a direct quote or paraphrase (put in your own words) one of the main claims the author makes in his talk. Submit this to your period's Padlet!

Period 1- Submit here

Period 6- Submit here

Period 7- Submit here

Wednesday 11/16

1. Discuss Unit Questions in Small Groups:

• Share and express your opinions
• Add to your response in a different color after your group discussion. Think about different viewpoints brought up, interesting ideas/statements, etc.
  • Explain the difference between prejudice & discrimination.
  • How does bias play a role in the media?
  • In what ways are we exposed to stereotypes in our society?
  • Why do you think racism exists?
  • Analyze how racism affects the United States.

2. Reading Informational Text

• We will practice chunking and paraphrasing in class today
• This will help us become stronger readers
• Our goal is to complete a close reading of a text by chunking and paraphrasing in order to determine it's central ideas
  • "Ted Talk: Beware of Online Filters"- Make a copy and add to Civil Rights Folder
  • Beware of Online Filter Reflection
    • Complete the Form above after we watch the TED Talk

HW- Finish "Beware of Online Filters" Reflection (if not done in class) and Test Fix Ups due by Friday!

Tuesday 11/15

1. Part 2 of Civil Rights Vocabulary

• We will finish reviewing our understanding of these terms
• We will think, respond to, and discuss important ideas related to civil rights
• Continue work on Test Fix Ups (due by 11/18)

Monday 11/15

Civil Rights Unit

1. We will be discussing vocabulary for our next unit. Today we will be reviewing definitions and discussing big ideas related to these terms.

• Civil Rights Unit Vocabulary (make a copy and save to Civil Rights Folder inside your English Folder)

HW- Text Fix Ups due Friday 11/18

Thursday 11/10

1. Review of Benchmark 1 and test-fix ups

• Text Fix Ups Google Form Submission (submit for each question you want to fix)
• Link to passages to read from Benchmark 1
• Test Questions

Wednesday 11/9

• Madison Field Trip
• Reminders:
  • Get caught up with MBSID Activities (see post from 10/21 for what should be in your journal)
  • Make sure you post and respond to classmates for the MBSID Discussion Reflect & Online Discussion (30 pts.)
  • Study for MBSID & History Test on Thursday (review vocabulary, make sure you understand the plot, know the characters and conflict, etc.)
• 7th Period- Work on the items above; if done with EVERYTHING, please work on Reading Plus or IXL

Tuesday 11/8

Warm Up: Click here to turn in Ch. 12 Letter from Tim

1. Finish MBSID- Ch. 14 (XIV) & Epilogue

Link to audio for end of novel

2. MBSID Discussion Reflection & Online Discussion- click here

Take time to reflect on major ideas from the novel, such as war, death, grief, etc. Be sure to include evidence and commentary that explains your thinking to each question. You will also be reading classmate's posts and responding to his/her ideas and opinions. This will be worth 30 points total.

• Original post needs to be done by end of day today- 11/8
• Comments need to be done by Thursday 11/10

Wednesday 11/2

Classwork:

Benchmark 1- English

Go to https://sdusd.illuminatehc.com/login and use your ID & AD Password to log-in.

You will have today and tomorrow (Thursday). This is 27 questions and will count towards your grade.

Classwork:

1. Complete and share Ch. 4 MBSID Reflection Posters

2. Discuss Chapter 5 of MBSID

3. Read Chapters 6-7 MBSID

HW- Make sure activities 1-3 are done in MBSID Reading Journals (this is the Google Doc where all MBSID activities are)

#1- Prediction Activity

#2- Ch. 1-3 Thinking Questions and 3-2-1 Summary

#3- Ch. 4 Reflection Poster Paragraph Response

Monday 10/24

• Finish Ch. 4 MBSID Reflection Poster & Paragraph. This is what you started on Friday. Today will be your last day to work on this in class. This will be due tomorrow.
• Work on Ch. 1-3 Thinking Questions (if not done)

HW: Journal Check tomorrow. There should be 2 entries completed

1. Prediction Activity (from Tea Party activity)

2. Ch. 1-3 Thinking Questions (3-2-1 Summary & questions about the text)

Friday 10/21/16

See Google Doc below:

Thursday 10/20

Warm Up: IXL N1, N2, & N3

Classwork:

1. Discuss Ch. 1-3 Thinking Questions

2. Read Chapter 4 in MBSID

Wednesday 10/19

We will be reading Chapters 2 & 3 in MBSID between History and English. Mr. Selby has a class set of the novels. Use class time in English and History to read the chapters, answer the Ch. 1-3 Thinking Questions, and review vocabulary from the novel.

1. Complete reading Chapters 2-3. Keep track of what is happening in the story, visualize the events, and look up unknown vocabulary!

• Chapter 2 Audiobook
• Chapter 3 Audiobook

2. Make a copy of the Ch. 1-3 Thinking Questions below. Paste these in your MDSID Reading Journal (the Google Doc we set up on Monday). Make sure this activity is pasted on the top of the Google Doc (so I can see it at the beginning of the page). Complete the questions on your Google Doc.

Chapters 1-3 Thinking Questions

Complete the 3-2-1 Summary Activity and answer the questions in complete sentences using a different color.

3-2-1 Summary

• Describe 3 important events from the assigned reading. Explain why these three events are important to the story so far.
• Ask 2 questions about the text. These should reflect critical thinking about what is happening in the novel. Use Costa’s Level 2 or 3 to create questions.
• Make 1 prediction about what you think will happen and explain why.

Reading Check Questions:

1. Who is the narrator and how would you describe him? What evidence from the book supports this?
2. Why do you think Sam has a different opinion about the revolution than his father does?
3. What was the significance of what happened between the Minutemen and the Lobsterbacks at Lexington and Concord?
4. Why do you think Tim couldn't answer the question about being a Tory or a Patriot?
5. Why does Sam want Tim to listen for information at the tavern?
6. How did the war affect the people in Redding, CT, in the summer of 1775?

3. Review vocabulary for MBSID.

Tuesday 10/18

Interested in the East Coast Trip- fill out this form

1. IXL- Identifying the Complete Subject or Predicate (N1)

2. Read Chapter 1 of My Brother Sam is Dead

3. Chapter 1 Thinking Questions- copy and past to add to your MBSID Reading Journal. Put newest entries on top.

#2 Chapter 1 Thinking Questions

Answer in complete sentences in a different color.

1. Who is the narrator and how old is he? What evidence from the book supports this?
2. Why do you think Sam has a different opinion about the revolution than his father does?
3. What was the significance of what happened between the Minutemen and the Lobsterbacks at Lexington and Concord?
4. Why does the author spend so much of the chapter showing the reader what Tim thinks about Sam's clothes, manner of speaking, and accomplishments?
5. What type of personality does Sam’s father have? Cite at 2 examples from the book that support your claim.

Friday 10/14

1. Download Grammarly on Chromebooks and check your memoir's grammar. Be sure to fix issues!

2. Color Coding Checklist- before we peer edit, you will go through your own memoir and highlight specific areas of focus:

Memoir Color Coding Checklist

3. Peer Editing/Feedback

You will be assigned a partner and will read one another's work. After, you will give feedback to your partner through the Google Form below. You will be able to access the feedback when done.

Memoir Peer Feedback

Responses- Find your partner's name to access their responses for you

Wednesday 10/12

1. Crafting your Memoir Lead/Hook

• Make a copy of Crafting Your Narrative Lead and save to English folder on Drive
• We will complete this in class today
• You will take your best "lead" and use it in your memoir
• Turn this activity (Crafting Your Narrative Lead Google Doc) into Google Classroom
• Ms. Hull's Example- click here

HW- Finish crafting a lead (if not done in class)

Tuesday 10/11

1. Revising Your Memoir- Revising Your Memoir Slide Presentation

• We will focus on how to add dialogue and imagery
• Read through your draft.
• Select a few areas that can be improved through:
  1. Adding dialogue
  2. Including more inner thinking
  3. Add figurative language and imagery
  4. Reword or rearrange details to make more sense

Monday 10/10

1. Finish drafts

2. Library

Friday 10/7/16

1. Complete memoir rough draft. Focus on including:

• dialogue (internal thinking and between characters)
• imagery/figurative language
• reveal setting (time/locations)
• characterization (describe characters)
• have conflice (internal or external)

2. When done with your draft complete 3 Reading Plus activities of your choice for each of the following:

• Comprehension, See Reader, or Vocabulary

Thursday 10/6/16

1. Warm Up: What are the characteristics of a memoir?

2. Writer's Workshop: Publishing Your Memoir

• Make a copy of the document above and save to your English folder. This document has all the steps we will be taking to write our own memoirs.
• Title it- Period Last Name First Name (title of assignment)
• We will be working on Phase 1 & Phase 2 today.

HW- work on memoir draft (if not done in class today)

Wednesday 10/5/16

1. Finish "My Side of the Story" Reading Like a Writer Notes- turn into Classroom when done for warm up today

2. What is a memoir? (Chart/Notes from video yesterday)

3. Special Places Journal Entry:

THINK OF A PLACE THAT MATTERS TO YOU, THEN LIST CLEAR, SMALL MOMENTS YOU REMEMBER THERE. CHOOSE ONE TO SKETCH AND THEN WRITE THE ACCOMPANYING STORY.

• This is our last idea gathering entry. We will be looking back at our journal entries tomorrow to decide on a "story" you will tell for your memoir.

Tuesday 10/4/16

Classwork for Tuesday 10/4/16- Make a copy and save this to your English Folder in Drive.

Here are the directions that are also on the Google Doc above:

Directions: Complete the following four tasks during class tomorrow. Each of the tasks will be worth points and will count towards your grade. Turn the Google Doc into Google Classroom when done.

Have a great day with the sub and I will see you Wednesday!

Task 1: IXL

• Complete P3- Is it a complete sentence, a fragment, or a run-on?
• Score 80 or higher to get credit for that level
• List your score below

My Score on P3:

Task 2: Journal

• In your English Notebook (on Google Drive), create a new entry at the top
• Title it: Something That Means a Lot to Me…. 10/4/16
• Respond to the prompt:

Think of some objects and let those objects spark some memories. Write the story of that time. Begin by thinking of important objects in your life. Next, pick 1-3 of the objects you brainstormed, and begin writing a story of the memory with that object.

• Brainstorm a list first
• Pick 1-3 items to tell your story about (just like we did with the prompt about important people in our lives)
• This will be one of the last opportunities to brainstorm ideas before drafting your memoir.

Copy/paste your journal entry in the box below:

Task 3: What is a Memoir?

• Watch the video- click here
• Use headphones or listen to it on low volume
• Take notes in the box below:

What are the characteristics or must-haves for a memoir. List at least 5 items from the video.

Task 4: Reading Plus

• Log into Reading Plus and complete 1 comprehension activity
• Site code- rpinnov1
• Username- ID# (ex- 156251) or first initial of first name and last name (ex- shull)
• Password- AD password or skyhawk

Monday 10/3/16

Warm Up: Motivation Monday- click here for the video and questions

1. Continue working in small groups to answer "My Side of the Story" Questions. This document should be in your "Shared With Me" folder from your team captain.

Roles: Select one person for each of the following. Label the role and the name of the person completing the role on your Google Doc.

• Facilitator- Lead-ask the questions; keep the group discussion focused; keep track of time spent
• Recorder- record group's thinking from the discussion
• Reporter- share the group's thinking to the class

We will discuss answers at the end of class.

Friday 9/30/16

Warm Up: Journaling- Someone I Know...

1. "My Side of the Story" story and questions.

• Text- click here and make a copy
• "My Side of the Story" Questions

Thursday 9/30/16

Warm Up: Identifying Run-On Sentences (IXL P2)

1. Review Reading Like a Writer Notes for "Gate A4"

2. Journal- Writer's Workshop- Adding More Possible Narrative Entries

• Open English Journal
• Title it: Someone I Know...9/28
• Respond to the prompt:
  • THINK OF A PERSON WHO MATTERS TO YOU, THEN LIST IN CLEAR, SMALL MOMENTS YOU REMEMBER WITH HIM OR HER. ONCE DONE, WRITE THE ACCOMPANYING STORIES.
• We will brainstorm people and moments you remember with those people and set a goal and create a plan to maximize amount of writing

Wednesday 9/27

1. Review Gate A-4 Thinking Questions - when done, turn into Google Classroom

2. Add "Gate A4" to Reading Like a Writer Notes (file should be in your English folder)

HW- Complete IXL P1

Tuesday 9/27

1. Grammar Focus: Complete Sentences:

• Make a copy & save to English Folder
• We will review notes together and then work on IXL Level P1

2. Read "Gate A-4"

• Discussion: What do you notice in the text that seems important?
• Thinking Questions: Make a copy & put in English Folder

Monday 9/26

1. Reading Like a Writer Notes (make a copy and put in English Folder)

Review & discuss mentor text notes about "Fish Cheeks"-

2. Pre-Write"Gate A-4"

• Pre-Reading Reflection: In your English Journal (title it "I Didn't Understand")
• Think of a time when you did not understand why something unusual and somewhat frightening was happening near you. What did you do? What did those around you do? If you cannot think of a personal experience, they can imagine one.

Friday 9/23/16

1. IXL- I.1

2. Continuing Reading Like a Writer- Annotating "Fish Cheeks"

Focus Questions While Annotating:

1. What features of the story make it come alive and show that it is an example of GOOD writing?

2. Where do you see the lesson Tan learns or reflection Tan does? (specific evidence)

RESOURCE- Narrative Techniques - Copy and save this handout to your English Folder. This will help you think of the author's "moves" in her writing.

3. Writing Style in "Fish Cheeks"- make a copy (save to English Folder), complete the three questions, and submit to Google Classroom. If this is not done by the end of the period, it is HW.

Thursday 9/22/16

1. First Time..Last Time Journal Entry

We are beginning to brainstorm different ideas/events we can write a narrative about. Today we will begin by thinking of the first time or last time something happened. We'll start by gathering ideas and then picking 1 or 2 to tell the story about.

2. Turn in Reading Check Questions- to Google Classroom (if you haven't done so yet)

3. Reading Like a Writer- Annotating "Fish Cheeks"

Focus Questions While Annotating:

1. What features of the story make it come alive and show that it is an example of GOOD writing?

2. Where do you see the lesson Tan learns or reflection Tan does? (specific evidence)

RESOURCE- Narrative Techniques - Copy and save this handout to your English Folder. This will help you think of the author's "moves" in her writing.

Wednesday 9/21/16

1. Reading Check Questions- make a copy and share to English folder

2. Reading Like a Writer- analyzing the author's "moves" in "Fish Cheeks"

Narrative Techniques

Copy and save this handout to your English Folder. This will help you think of the author's "moves" in her writing.

Friday 9/16/16

1. Complete draft of "Where I'm From." Focus on using figurative language and sensory details to "show" your reader who you are and not tell.

*Fill out this FORM so I can give feedback during drafting*

Ms. Hull's Example

2. Turn in final drafts to Google Classroom.

3. Work on Reading Plus (if done early)

Thursday 9/15/16

1. Warm Up- Kahoot Figurative Language Review

Make a copy of Notes- Figurative Language & Imagery and keep this in your English folder. This will be a great reference to use ALL YEAR!

2. Mini Lesson- Sensory Details and Figurative Language in Writing

Open the Slides Presentation (above) to follow along or review later

3. Continue drafting "Where I'm From" Poems

Final Drafts will be due @ the end of the period on Friday

Wednesday 9/14/16

1. Turn in inferences and deeper meaning responses about "Where I'm From."- On Google Classroom

2. Gathering Ideas (see Google Doc below from Tuesday if you don't have it)

3. Begin drafting "Where I'm From" poems

Link to- "Where I'm From" Rough Draft Outline

Tuesday 9/13/16

Period 1: Complete one of each Reading Plus Comprehension Activity- 3 total= iB, RA, SR and CELDT Testing

1. Reaction/Reflect- "Where I'm From"

2. Reading Like a Writer- "Where I'm From" (Google Doc should be in your English Folder)

3. Idea Gathering- Use this Google Doc to brainstorm ideas for your "Where I'm From" Poem

Monday 9/12/16

1. Motivation Monday Journal Response (prompt above)

1. Make a new Google Doc in English Folder
2. Title it: Period Last Name First Name English Journal
3. Share the link with me on the Form: - Copy the link to this form

2. Introduction to Unit 1: Poetry

• We will be working on making inferences and analyzing the deeper meaning in texts
• Using author's techniques to strengthen our own writing

3. "Where I'm From" by George Ella Lyons

• Audio version:
• Open "Where I'm From" Google Doc (link above) and make a copy in your English Folder
• We will be reading and discussing the poem in class today
• Listen to the audio 2-3 times and then complete questions #1 & #2 on the document.

Friday 9/9/16

1. Finish Introduction to Narrative Writing- Plot Practice
   1. Turn entire HyperDoc to Google Classroom
   2. In the comments section put you and your partner(s) names
   3. Make sure your Google Drawing Plot Actvity for One Man Band is submitted through the Form on the HyperDoc
2. Setup English Narrative Journal
3. Journal Free Write