Friday, November 17, 2017

November 20, 2017 - November 24, 2017

11/20/17 – 11/24/17
 English Literature – Grade 8 (Periods 1, 6, 7)

Monday (11/20): Check/discuss first read extension questions for the article, “Barrington Irving, Pilot and Educator.” As a class, we will discuss responses together. Students will then complete the close read section on page 270 and the analyze the text section on page 270. As a whole-class, we will discuss responses together.

Tuesday (11/21): Finish discussing responses to page 270 together (if needed). Students will also complete the ReadWorks.org assignment online. Questions are based on the text online that they read and focus on comprehension and characterization.

Wednesday (11/22): Early Dismissal at 11:00. Students will play Kahoot! Questions will help students practice questions about characterization and nouns and pronouns.

Thursday (11/23): No School - Thanksgiving

Friday (11/24): No School



11/20/17 – 11/24/17
English Composition – Grade 8 (Periods 3, 5, 8)

Monday (11/20): Students will complete page 273 in the textbook on nouns and pronouns. Students will practice this topic on the bottom of page 273. They will complete the read it and write it sections and discuss responses together. Individual practice worksheet on nouns and pronouns. Students will complete the ws and check answers in class. Any time that remains, students will practice nouns and pronouns on Study Island. Quiz on Study Island on pronouns tomorrow.

Tuesday (11/21): Students will take a quiz on pronouns on Study Island tomorrow on pronouns. After the quiz, students will work on WIN time on Study Island to earn as many blue ribbons as possible.

Wednesday (11/22): Early Dismissal at 11:00. Students will play Kahoot! Students will play by answering questions about nouns, pronouns, and writing.

Thursday (11/23): No School - Thanksgiving

Friday (11/24): No School 

Monday, November 13, 2017

November 13, 2017 - November 17, 2017

11/13/17 – 11/17/17

English Literature – Grade 8 (Periods 1, 6, 7)

Monday (11/13): Selection Test – Unit 1: Short Story – “The Setting Sun and the Rolling World” – Students will take the test on the short story on Pearson Realize.com. When finished, students should work on the TDA from last week.

Tuesday (11/14): Unit 1 reflection (p. 87) – Students will respond to the prompts and questions on page 87 in the textbook to reflect on the goals from Unit 1. Students will then be introduced to Unit 3 (What Matters). Pages 254 – 261: Video, Essential Question, unit goals, launch text (summary and quick write).

Wednesday (11/15): pages 262 – 263: Whole class learning overview – discuss together. Begin reading the selection, “Barrington Irving…” on pages 265 – 268. We will watch the media together and discuss. Complete comprehension check questions on page 269. Discuss responses together.

Thursday (11/16): Students will then complete the close read the text section on page 270 and the analyze the text questions on page 270.


Friday (11/17):  Check/discuss responses to page 270 in the book. ReadWorks.org – Students will read a text and answer the questions that follow based on the text. Questions will focus on comprehension of the text and characterization. Students must log into ReadWorks and select their Composition class in order to access the assignment. They should submit their work by the end of class today.



 11/13/17 – 11/17/17
English Composition – Grade 8 (Periods 3, 5, 8)

Monday (11/13): TDA – Unit 1: Review format and revise/edit essay. Turn in essay tomorrow in Composition class. Textbook – page 257 (academic vocabulary) – complete vocabulary squares for the words on page 257. Complete the chart also.

Tuesday (11/14): Turn in completed TDA. Students will complete the academic vocabulary for Unit 3 on page 257 (if they did not finish it yesterday). Students will complete vocab. Squares for each word and complete the chart on page 257. Complete the concept vocabulary on page 264 for the selection, “Barrington Irving…”

Wednesday (11/15): Review academic vocabulary and concept vocabulary terms for start of unit 3 and the first selection. Students will then complete page 272 in the textbook on the concept vocabulary terms and the suffix – ful. Check responses together as a class. Students will complete a practice worksheet individually on the concept vocab. Terms and the suffix –ful. Students must finish the w.s. for homework if they do not get it done in class today.

Thursday (11/16): Check responses to the worksheet from yesterday. As a class, we will discuss nouns and pronouns on page 273 together. Students will practice this topic on the bottom of page 273. They will complete the read it and write it sections and discuss responses together. Individual practice worksheet on nouns and pronouns. Students will complete it and then check answers together as a class.

Friday (11/17): Study Island WIN Time on electronic devices – students will work on individual lessons (track progress using charts). Practice topics that they need individual practice with. Students will focus on earning blue ribbons for the topics on Study Island.

Wednesday, November 8, 2017

Answers to Short Response Questions - The Setting Sun and the Rolling World

ANSWER KEY
The Setting Sun and the Rolling World
Charles Mungoshi


Answers
Standards
1.   (a) The white speck is an airplane. My inference suggests that
Old Musoni is not comfortable with the modern world and its technologies.
(b) Students should cite the “white metal bird” of paragraph 10
and the “aeroplane” of paragraph 32.
RL.8.1
2.   Throughout the story, the dialogue makes clear that the son has decided to leave the farm and cannot be made to change his mind.
The dialogue about the son's decision reveals that he is someone who relies on his own judgment and has confidence in his abilities. The dialogue also reveals that, despite his differences with his father, he treats him with respect.
Examples:
      “Have you thought about this, son?”
      “For weeks, father.”
      “And you think that’s the only way?”
      “There is no other way.” (paragraphs 6–9)
      “Think again. You will end dead. Think again, of us, of your family. We have a home, poor though it is, but can you think of a day you have gone without?”
      “I have thought everything over, father, I am convinced this is the only way out.” (paragraphs 11 and 12)
      “Really, father, have no fear for me. I will be all right. Give me this chance. Release me from all obligations and pray for me.” (paragraph 17)
RL.8.3
3.   (a) The setting sun is a figurative way of talking about Old Musoni and the poor future for farmers due to bad soil and drought.
The rolling world refers to the busy economy of the outside world that draws his son away.
(b) The word sunblasted helps me understand that it is difficult for Old Musoni to farm his land because the soil is very dry and probably does not support a good harvest.
RL.8.4
4.   In their written responses or discussion, students should
•   identify the conflicting viewpoints of the father, who wants the son to stay on the farm, and the son, who wants to leave for the greater world.
•   cite characters’ thoughts and dialogue and note that they illustrate the conflicting viewpoints that create dramatic irony. For example, the father’s thoughts are angrier than his words: What do you know of the false honey bird that leads you the whole day through the forest to a snake’s nest? But all he said was “Look. What have you asked me and I have denied you? What, that I have, have I not given you for the asking?” (paragraph 15). The son also has more defiant thoughts than his words: I am armed more than you think and wiser than you can dream of. But all he said, too, was “Really, father, have no fear for me. I will be all right. Give me this chance.” (paragraph 17)
•   explain that even though the father and son are polite to each other, the reader knows what they are thinking, so for the reader, the dramatic irony makes the conflict more intense.
For example, the son says, “All. You have given me all, father.” But he thinks, You have sent me to school and told me the importance of education, and now you ask me to throw it on the rubbish heap and scrape for a living on this tired cold shell of the moon. (paragraph 16) Some students may suggest that the main conflict takes place in the characters’ thoughts.
RL.8.6

Monday, November 6, 2017

November 6, 2017 - November 10, 2017

11/06/17 – 11/10/17

English Literature – Grade 8 (Periods 1, 6, 7)

Monday (11/06): Small Group Learning: Groups will work together to complete the tasks in the textbook for the short story for rotation 3 (The Setting Sun and the Rolling World). Review day will be on Wednesday and the test for the short story will be on Monday, Nov. 13.

Tuesday (11/07): Small Group Learning: Groups will work together to complete the tasks in the textbook for the short story for rotation 3 (The Setting Sun and the Rolling World). Students will also receive a packet with questions on the short story as practice using textual evidence to support responses. We will check answers together. Review day will be on Wednesday and the test for the short story will be on Monday, Nov. 13.

Wednesday (11/08): Review the work completed in the textbook for rotation 3 (short story). Students will have a chance to ask any remaining questions before the test on Monday. We will also review the short response questions for the story together.

Thursday (11/09): Students will receive a TDA prompt to answer during class today. Students must use an essay format to answer the prompt based on the texts they read in Unit 1 of the book. They must use textual evidence from at least one text in unit 1. Students will turn in what they have completed at the end of class today.

Friday (11/10):  Students will read an information text on ReadWorks.org and answer specific question sets about the text. One question set is comprehension questions and the second is questions focusing on figurative language. Students must login to their Composition class period (Class codes for each period are on the chalk board). They must click on the assignment to read the article and answer the questions. This assignment will count as a classwork grade in CSIU.


11/06/17 – 11/10/17
English Composition – Grade 8 (Periods 3, 5, 8)

Monday (11/06): Students will complete a group practice session on Study Island on Verb Moods. We will stop and discuss specific questions as needed throughout the session.

Tuesday (11/07): Students will receive note sheets on point of view and theme. We will discuss these together and students will then receive a practice worksheet on these topics from the short story, The Setting Sun and the Rolling World. We will check responses together. Any time that is left, students will practice these two topics on Study Island in WIN time. Quiz Thursday on literary point of view and theme.

Wednesday (11/08): Students will re-read the short story, The Setting Sun and the Rolling World together in class. We will discuss key parts of the story and students will have the opportunity to ask questions if needed. The test on this selection will be Monday, Nov. 13.

Thursday (11/09): Students will complete a quiz on literary point of view and theme. They will take the quiz on paper and submit it to the teacher when finished. Once finished with the quiz, students will practice topics on Study Island that they need additional practice with. They may practice theme and point of view again as well. They can also practice verb moods in order to get ready for the selection test coming up on Monday.

Friday (11/10): Study Island WIN Time on electronic devices – students will work on individual lessons (track progress using charts). Practice topics that they need individual practice with.

Thursday, October 26, 2017

October 30, 2017 - November 3, 2017

10/30/17 – 11/03/17

English Literature – Grade 8 (Periods 1, 6, 7)

Literature:

Monday (10/30): Review Day for Rotation 2 selections (poetry). As a class, we will review work done in the textbook on pages 54-65. Students may ask questions to clarify in preparation for the test tomorrow. Students may also check answers to the extra practice study items. The test is tomorrow on Pearson Realize. Students may use their book for the test.

Tuesday (10/31): Selection test on Pearson Realize on Poems: Hanging Fire/Translating Grandfather’s House. When finished with the test, students may begin working on the next selection in the textbook: Short Story – The Setting Sun and the Rolling World.

Wednesday (11/01): Small Group Learning: Day 1 (3rd Rotation) – In small groups, students will work on the assigned tasks in the book that accompany the short story (p. 66 – 75). All tasks must be completed by the end of class on Nov. 7th. Review day is on November 8th and the test will be on Nov. 9th.

Thursday (11/02): Small Group Learning: Day 2 (3rd Rotation) - In small groups, students will work on the assigned tasks in the book that accompany the short story (p. 66 – 75). All tasks must be completed by the end of class on Nov. 7th. Review day is on November 8th and the test will be on Nov. 9th.

Friday (11/03):  Small Group Learning: Day 3 (3rd Rotation) - In small groups, students will work on the assigned tasks in the book that accompany the short story (p. 66 – 75). All tasks must be completed by the end of class on Nov. 7th. Review day is on November 8th and the test will be on Nov. 9th.


10/30/17 – 11/03/17
English Composition – Grade 8 (Periods 3, 5, 8)

Composition:

Monday (10/30): Students will retake the quiz on figurative meanings and precise language/sensory language on study island. Students will then complete practice sessions on topics to prepare for the selection test on poetry, which they will take tomorrow.

Tuesday (10/31): Students will receive a note sheet on verb moods and discuss/review together. Students will then complete a group session on Study Island on verb moods as practice with this topic.

Wednesday (11/01): Students will receive a practice worksheet on concept vocabulary and word study for the words from the rotation 3 selection (short story). Students will complete the worksheet in class and we will check answers/discuss together. They will also receive a second practice sheet on the Greek Root –psych-. Students will work individually on the sheet as practice and we will check answers/discuss together as a class. Students will receive a note sheet on root words and affixes to assist with understanding this concept. Quiz Friday on root words and affixes on Study Island.

Thursday (11/02): Students will analyze point of view and theme in the short story that they read in the textbook. They will receive a practice worksheet on point of view and theme. We will review/discuss answers together as a class. Students will also receive/discuss notes on point of view and theme and practice these topics in Study Island. Quiz next week (Monday) on point of view and theme on Study Island.

Friday (11/03): Study Island WIN Time on electronic devices – Study Island: Students will take the quiz on Study Island on root words and affixes first. Then, students will work on individual lessons (track progress using charts) – conference with teacher. 






Monday, October 23, 2017

Small Group - Unit 1 Rotation 2 - Extra Practice Study Guide Items

Small Group – Unit 1 Rotation 2 – Extra Practice Study Guide Items
ANSWER KEY
LIT17_ANC_X108_analyze_text
Hanging Fire / Translating Grandfather’s House
Audre Lorde /  E. J. Vega
Possible reponses:
    1.   Answers will vary. Students might respond that the speaker worries about dying because she is anxious and concerned with all the things she sees as negatives in her life. She is worried that she won’t live long enough to escape her youth, and she seems to feel alone because she repeatedly mentions her mother is in the bedroom with the door closed. DOK 2
    2.   The speaker changes the drawing because his teacher believes the original is not his grandfather’s house but something from a Zorro movie. The speaker gives up trying to convince her and simply draws what she expects to see. DOK 3
    3.   (a) Both speakers feel misunderstood and slighted; the girl deserved to be on the math team, and the boy is accused of inventing his grandfather’s house. DOK 2
(b) Students may respond that the speaker in “Hanging Fire” might prefer to be in the future, when the problems of being fourteen years old have passed; the speaker in “Translating Grandfather’s House” might prefer the past, living near his grandfather. DOK 3
    4.   The teacher and the mother are both inaccessible to the speakers—both speakers could use support and validation from those adults. DOK 2

RETEACH ANSWER KEY
LIT17_ANC_X067_analyze_cr_str FORMS OF POETRY
    1.   “Paul Revere’s Ride”
    2.   Simple rural life in Innisfree, Ireland.
PRACTICE ANSWER KEY
LIT17_ANC_X067_analyze_cr_str FORMS OF POETRY
A.   1.   Excerpt #2
       2.   the cherry tree
B.   1.   King Arthur
       2.   A cloud
       3.   He is lonely, he is wandering, viewing nature from above.


RETEACH ANSWER KEY
LIT17_ANC_X085_word_study ETYOMOLOGY
A.   1.   aggressive; Latin; act of hostility. The dog was always aggressive when it heard the delivery truck come into the driveway.
       2.   consensus Latin; to be in agreement. The consensus of all of the committee members was that they needed to find a funding source for the water quality projects.
       3.   malevolent; Latin; ill-disposed or spiteful. Thomas was malevolent after the weather constantly thwarted his outdoors plans.
       4.   trajectory: Latin; to throw over or across. The satellite’s trajectory was calculated to take it on direct path to Mars.

PRACTICE ANSWER KEY
LIT17_ANC_X085_word_study ETYOMOLOGY
A.   1.   C
       2.   D
       3.   B
       4.   A
B.   1.   When Ronda arrived home she made profuse apologizes for her lateness.
       2.   He was very lethargic while answering my questions.
       3.   The amiable students liked the teacher’s lesson, so they were paying close attention.
       4.   It seemed so trite to keep hearing the same phrases repeated over and over again.
C.   I was lethargically typing my essay because the topic was really boring. The triteness of the assignment was commented on by all of the students.


RETEACH ANSWER KEY
LIT17_ANC_X072_conventions WORD CHOICE
A.   Answers will vary.
       1.   world will end in fire
       2.   what I’ve tasted of desire
       3.   formal; I hold with those who favor fire.
       4.   fire/desire; twice/ice
B.   Answers will vary.
       1.   The descriptive words of the world ending in fire paints a picture of great destruction.
       2.   The poet is explaining how he understands the results of an experience that he actually had.
       3.   The casualness of informal language would not have demonstrated the poet’s need to express his opinion.
       4.   There are only two lines that rhyme only once. The others repeat the rhyme. These two lines express the most negative words in the poem—hate.


PRACTICE ANSWER KEY
LIT17_ANC_X072_conventions WORD CHOICE
A.   1.   Answers will vary.
       2.   It bent in the undergrowth. It wanted wear. As just as fair.
       3.   The casualness of informal language would not have expressed the poet’s opinion as strongly.
       4.   ages and ages hence
B.   Answers will vary.
       1.   The poet’s descriptive words paints a picture of the traveler standing in a forest with two paths.
       2.   The poet is personifying the path and uses a simile to describe why he chose the path that he did.
       3.   The casualness of informal language would not have explained a turning point in the poet’s life and the impact of making that decision.

       4.   The repetition of the words explains that time has passed in the poet’s life.

Friday, October 20, 2017

October 23, 2017 - October 27, 2017

10/23/17 – 10/27/17
English Literature – Grade 8 (Periods 1, 6, 7)

Literature:
Monday (10/23): Small Group Learning: Day 1 (2nd Rotation) – Groups are responsible for working together to read the selections in the second rotation. They must also complete all tasks in rotation 2 by Friday (10/27). Groups will ask questions as needed while they work on their sections/tasks in the textbook. They will also check their work/responses along the way with Mrs. Leib. The selection test for: Poetry Collection – Hanging Fire/Translating Grandfather’s House. Students will take the test online on pearsonrealize.com. Review day is Monday, Oct. 30.

Tuesday (10/24): Small Group Learning: Day 2 (2nd Rotation) – Groups are responsible for working together to read the selections in the second rotation. They must also complete all tasks in rotation 2 by Friday (10/27). Groups will ask questions as needed while they work on their sections/tasks in the textbook. They will also check their work/responses along the way with Mrs. Leib. The selection test for: Poetry Collection – Hanging Fire/Translating Grandfather’s House. Students will take the test online on pearsonrealize.com. Review day is Monday, Oct. 30.

Wednesday (10/25): Small Group Learning: Day 3 (2nd Rotation) – Groups are responsible for working together to read the selections in the second rotation. They must also complete all tasks in rotation 2 by Friday (10/27). Groups will ask questions as needed while they work on their sections/tasks in the textbook. They will also check their work/responses along the way with Mrs. Leib. The selection test for: Poetry Collection – Hanging Fire/Translating Grandfather’s House. Students will take the test online on pearsonrealize.com. Review day is Monday, Oct. 30.

Thursday (10/26): Small Group Learning: Day 4 (2nd Rotation) – Groups are responsible for working together to read the selections in the second rotation. They must also complete all tasks in rotation 2 by Friday (10/27). Groups will ask questions as needed while they work on their sections/tasks in the textbook. They will also check their work/responses along the way with Mrs. Leib. The selection test for: Poetry Collection – Hanging Fire/Translating Grandfather’s House. Students will take the test online on pearsonrealize.com. Review day is Monday, Oct. 30.


Friday (10/27):  Small Group Learning: Day 5 (2nd Rotation) – Groups are responsible for working together to read the selections in the second rotation. They must also complete all tasks in rotation 2 by Friday (10/27). Groups will ask questions as needed while they work on their sections/tasks in the textbook. They will also check their work/responses along the way with Mrs. Leib. The selection test for: Poetry Collection – Hanging Fire/Translating Grandfather’s House. Students will take the test online on pearsonrealize.com. Review day is Monday, Oct. 30.



10/23/17 – 10/27/17
English Composition – Grade 8 (Periods 3, 5, 8)

Composition:
Monday (10/23): Students will then complete a practice worksheet on forms of poetry. They will refer to the two poems on pages 57 and 59 in the textbook. We will check responses/discuss as a class. Complete vocabulary squares on the concept vocabulary terms from page 54 in the textbook. Students will discuss and examine these terms in their small groups in literature class.

Tuesday (10/24): Students will receive a practice worksheet on word choice. We will discuss the concept together and students will complete the practice worksheet individually. We will check responses/discuss together as a class. Students will also receive a practice worksheet on concept vocabulary and word study from the poetry selections in the book. Students will complete the worksheet on their own and we will discuss/check responses together.

Wednesday (10/25): Lesson and notes on figurative meanings (simile, metaphor, etc.). Lesson and notes on precise language and sensory details. Students will then complete the practice sessions on Study Island on these topics. Quiz on figurative meanings on Thursday. Quiz on precise language and sensory details on Friday.

Thursday (10/26): Students will take the quiz on figurative meanings on Study Island. Students will then finish the practice session on precise language and sensory details, if needed. Quiz on precise language and sensory details tomorrow. Students will receive textual evidence questions for the poems in the book. Students will work on their own to answer the questions on the worksheet using textual evidence from the poems. We will discuss/check answers together.

Friday (10/27): Study Island WIN Time on electronic devices – Study Island: Students will take the quiz on Study Island on precise language and sensory details first. Then, students will work on individual lessons (track progress using charts) – conference with teacher.