Monday, April 24, 2017

April 24, 2017 - April 28, 2017

04/24/17 – 04/28/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (04/24): Students will complete and discuss the new word splat word for this week. Students will also complete and discuss the comprehension questions for “Flowers for Algernon.” Students will then work in groups to complete the Close-Read Questions in the story.

Tuesday (04/25): Students will complete the Close-Read questions for the story and turn them in. They will then view the film version of the story and complete a Venn Diagram to compare and contrast components of the two.

Wednesday (04/26): Students will view the film version of the story and complete a Venn Diagram to compare and contrast components of the two.

Thursday (04/27): Students will view the film version of the story and complete a Venn Diagram to compare and contrast components of the two.

Friday (04/28): Students will view the film version of the story and complete a Venn Diagram to compare and contrast components of the two. When finished watching the film, students will discuss the aspects they marked on their Venn Diagrams and turn them in. Students will then complete the “Analyze the Text” questions on page 380 in the textbook.

Essential Question: Unit 4 in Textbook – In what different ways can people be intelligent?

Monday, April 17, 2017

April 17, 2017 - April 21, 2017

04/17/17 – 04/21/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (04/17): Students will complete and discuss the new word splat word for this week. Students will continue reading the short story, “Flowers for Algernon” together as a class. As we read, students will mark up the text, highlighting key passages.

Tuesday (04/18): Students will complete the bell ringer for today. They will then continue reading the short story, “Flowers for Algernon.” As we read, students will mark up the text, highlighting key passages.

Wednesday (04/19): Students will complete the bell ringer for today. They will then continue reading the short story, “Flowers for Algernon.” As we read, students will mark up the text, highlighting key passages.

Thursday (04/20): Students will complete the bell ringer for today. They will then continue reading the short story, “Flowers for Algernon.” As we read, students will mark up the text, highlighting key passages.

Friday (04/21): Students will complete the bell ringer for today. We will continue reading the short story, “Flowers for Algernon” and we will discuss notes that students made throughout the first read. If we finish to the end of the story today, students will then complete the comprehension questions on page 379. We will discuss responses together.


Essential Question: Unit 4 in Textbook – In what different ways can people be intelligent?

Monday, April 10, 2017

April 10, 2017 - April 14, 2017

04/10/17 – 04/14/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (04/10): Students will complete the new word splat for this week as well as the bell ringer paragraph for today. Students will then begin the introduction activities for Unit 4 in the textbook. We will outline the unit in the Home Connection Letter to families, which provides information about the unit, such as the essential question, selection titles, genres, etc. Students will take these letters home with them. Students will then view a short video in the introduction section and discuss the question presented in the textbook.

Tuesday (04/11): Students will complete the bell ringer and then complete the Unit 4 goals section in the textbook as well as the academic vocabulary chart at the start of this unit. Students will then read the launch text for Unit 4 and complete the summary and quick-write activity for the launch text.

Wednesday (04/12): Students will complete the bell ringer and then complete the concept vocabulary section on page 350 in the textbook. Students will begin the first read of the short story, “Flowers for Algernon” by Daniel Keyes. Students will highlight key passages and any other important sections of the text as they read. They will also make notes in the margins (connections, questions, comments) as they complete their first read of the text.

Thursday (04/13): Students will complete the bell ringer. Students will then continue their first read of the short story, “Flowers for Algernon.” As they read, students will highlight key passages and any other important sections of the text. They will also make notes in the margins (connections, questions, comments) as they complete their first read of the text.

Friday (04/14): No School – Good Friday

Essential Question: Unit 4 in Textbook – In what different ways can people be intelligent?


Tuesday, April 4, 2017

April 3, 2017 - April 7, 2017

04/03/17 – 04/07/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (04/03): Students will review PSSA ELA questions on Kahoot!

Tuesday (04/04): Students will complete the new word splat for this week as well as the bell ringer paragraph for today. Students will complete practice worksheets on sentence types and standards practice (gerunds, participles, etc.).

Wednesday (04/05): Students will complete the bell ringer and then a practice worksheet on shifts in verb mood. Students will also complete a lesson and practice worksheet on using ellipsis, commas, and dashes.

Thursday (04/06): Students will complete the bell ringer and then complete a practice lesson and worksheet on multiple-meaning words and spelling correctly.

Friday (04/07): Students will complete a slip or trip activity (based on an image). They must write their claim, and evidence to support it. They must also answer specific questions about the image to help create their argument.

Essential Question: Unit 3 in Textbook – When is it right to take a stand?

Essential Question: Unit 4 in Textbook – In what different ways can people be intelligent?

Monday, March 27, 2017

March 27, 2017 - March 31, 2017

03/27/17 – 03/31/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (03/27): Students will complete the weekly word splat overview for the week as well as the bell ringer assignment (paragraph editing). We will discuss/check these together. Students will then finish writing their TDA response from Friday and turn it in when finished. If they do not finish in class today, they must finish it for homework for tomorrow.
Period 6 – Students will read the next selection on pages 286 – 289 in the textbook and answer the comprehension questions on page 289. Students will begin the TDA prompt based on the text.

Tuesday (03/28): Students will turn in the TDA from yesterday (if not already turned in). Students will then read/discuss page 291 in the textbook. They will examine the argumentative elements in the selection, responding to the questions on 291. Students will then complete a practice worksheet on argumentative elements.
Period 6 – Students will first complete the TDA from yesterday and turn in their work.

Wednesday (03/29): Students will complete page 293 in the textbook and discuss responses together. Students will then read pages 296-298 and begin to write their argumentative essay. They will address a problem they believe needs to be addressed. (Dress Code) Students will complete an argumentative bug graphic organizer to organize before writing.

Thursday (03/30): Students will write their argumentative essay focusing on the main elements, organization, etc. Students must turn in their essay tomorrow.

Friday (03/31): Students will turn in their argumentative essay. As a class, we will then read the informative text on page 344 (The Human Brain). Students will highlight key informative elements as we read and try to determine the type of organization the author uses (cause and effect, comparison and contrast, or problem and solution). We will then read/discuss page 392 in the textbook.

Essential Question: Unit 3 in Textbook – When is it right to take a stand?

Essential Question: Unit 4 in Textbook – In what different ways can people be intelligent?

Monday, March 20, 2017

March 20, 2017 - March 24, 2017

03/20/17 – 03/24/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (03/20): Students will view a grammar tutorial video on subject-verb agreement from the Pearson Realize website. Students will then complete a practice section and assessment section on this concept. Students should finish this for homework for tomorrow if they do not get it done by the end of class today.

Tuesday (03/21): Check answers to the subject-verb agreement worksheet and discuss questions/confusions. Students will then complete pages 284 and 285 in the textbook on conventions (clauses) and concept vocabulary from “Three Cheers for the Nanny State” text.

Wednesday (03/22): Check and discuss answers to pages 284-285 in the textbook. Students will take a quiz on clauses tomorrow in class. Students will then read and complete page 286 in the textbook. They will then complete a first read of the text, “Ban the Ban! Soda’s a Problem, but...” (p. 287 – 289). They will mark the text as they read with their first read notes and then answer the comprehension questions on page 289 (#1-3) and we will discuss responses together.

Thursday (03/23): Students will take a quiz on clauses. When finished with the quiz, students will complete pages 290 – 291 in the textbook (Close Read the text and analyze the text, #2, 3, 4 and Practice #1 – 5). We will go over responses and details from the selection together. Students will then begin pages 292 and 293. Whatever is not finished from pages 292 and 293 must be finished for homework for Monday (3/27).

Friday (03/24): Students will write a response to a TDA prompt based on the text, “Ban the Ban!....” Students will close read a portion of the text in order to answer the prompt. They must use evidence from the text to support their response. Students will write their responses on the color coded sheet provided to them. Students will turn in their work to be scored.

TDA prompt: Authors sometimes use idioms, or expressions, in their writing. Analyze the phrase “a very slippery slope,” which is found in paragraph 3 of “Ban the Ban!” Use evidence from the text to support your response.


Essential Question: Unit 3 in Textbook – When is it right to take a stand?

Monday, March 13, 2017

March 13, 2017 - March 17, 2017

03/13/17 – 03/17/17
8th Grade English (Periods 1, 2, 3, 5B, 6, 7, 8):

Monday (03/13): Students will view a grammar tutorial video on misplaced and dangling modifiers and complete a practice section and assessment section of a worksheet on this concept. We will check and discuss answers to the worksheet sections together examining key components of this concept. Students will keep the packet for the next lesson on subject-verb agreement.

Tuesday (03/14): Students will view a grammar tutorial video on subject-verb agreement from the Pearson Realize website. Students will then complete a practice section and assessment section on this concept. We will check and discuss answers together before the end of class. Students will keep their work in their folders.

Wednesday (03/15): Students will complete pages 284 and 285 in the textbook on conventions (clauses) and concept vocabulary from “Three Cheers for the Nanny State” text. We will check and discuss answers together. Students will take a quiz on clauses tomorrow.

Thursday (03/16): Students will take a quiz on clauses. When finished with the quiz, students will read and complete page 286 in the textbook. They will then complete a first read of the text, “Ban the Ban! Soda’s a Problem, but...” (p. 287 – 289). They will mark the text as they read with their first read notes and then answer the comprehension questions on page 289 (#1-3).

Friday (03/17): Students will write a response to a TDA prompt based on the text, “Ban the Ban!....” Students will close read a portion of the text in order to answer the prompt. They must use evidence from the text to support their response. Students will write their responses on the color coded sheet provided to them. Students will turn in their work to be scored.

TDA prompt: Authors sometimes use idioms, or expressions, in their writing. Analyze the phrase “a very slippery slope,” which is found in paragraph 3 of “Ban the Ban!” Use evidence from the text to support your response.


Essential Questions: Unit 3 in Textbook – When is it right to take a stand?