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. 

Tuesday, October 17, 2017

Unit 1 Small Group - Rotation 1 Review of Work Completed in Textbook (pages 44-52)

Unit 1 Small Group – Rotation 1 Review: Pages 44 - 52

Comprehension Check
You Are the Electric Boogaloo

1. The author focuses on the activity of break
dancing. They were breakdancers.

2. He screams, "Dancing is not a crime!"

Just Be Yourself!
3. The author was trying to find her talents
and skills.

4. The author believes that in trying so hard to figure
out who she is, her teenage self is actually losing
herself.

5. Summaries will vary.

Research to Clarify If students struggle to come
up with an unfamiliar detail, have them reread
the letters and notice an idea that might be new
to them, such as a K-Tel record or ROTC.

Analyze the Text
1. Possible response: The author means that if
he had won the breakdancing contest, he still
probably would not be a successful breakdancer,
and without the funny experience, he might be a
more boring person.

2. Passages will vary by group. Remind students to
explain why they chose the passage they present
to the group members.

3. Responses will vary by group.

Concept Vocabulary
Why These Words? Possible response: The
concept words all have to do with a sense of the
extreme. Another word that fits the category is
epic from “You Are the Electric Boogaloo.”

Practice
Responses will vary.

Word Network
Possible responses: jeers, teen, friendships, dork,
courage, future

Word Study
Possible responses:
numerous: many, full of a number of items.
continuous: without interruption, continuing.
desirous: wanting, full of desire.
prosperous: wealthy, having full prosperity.


Read It
Possible responses:
Indicative: paragraph 2, “Humiliation and hilarity
are closely linked, my little friend.” Interrogative:
paragraph 13, “Would success have gone to your
head?” Imperative: paragraph 15, “Just relax.”
Write It

Possible responses:
1. Dancers should try to perform in public. They
should wear colorful costumes.
2. Authors may write about themselves, and they
should use what they know.




ANSWER KEY – Practice Study Guide Items for Unit 1 Small Group – Rotation 1 Selections

ANSWER KEY – Practice Study Guide Items for Unit 1 Small Group – Rotation 1 Selections
You Are the Electric Boogaloo / Just Be Yourself!
Geoffrey Herbach / Stephanie Pellegrin

Answers
Standards
1.        (a) He hoped to become successful and famous, at least locally, through his break-dancing skills.
(b) Evidence includes (in paragraph 5) the hope to be spotted by a talent scout and the desire to be discovered.
RI.8.1
2.        In both events, the break-dancing performances went wrong.
The writer’s teenage self felt humiliated. The differences were the causes of the humiliation. In the first event, the teenage self was humiliated because the audience wasn’t interested in his dance,
and then the security guards forced him and his crew to leave. In the second event, he was humiliated because when his shirt stuck to the floor, he couldn’t perform the dance, and he ended up “howling” in pain.
RI.8.3
3.        (a) The author is an older person. The person she addresses is herself as a teenager.
(b) The teenager is insecure and lonely, but the adult author is sure of herself. She encourages the teenager just to be herself and not worry. Evidence supporting the teenager’s viewpoint of herself includes her feelings about her awkward appearance, her “lonely” lunch hours spent in the library, her feeling that she doesn’t “fit in” even with friends in the cafeteria, and the huge number of clubs she has joined to try to fit in. Evidence supporting the adult author’s viewpoint includes the title, her criticisms and advice in paragraph 5, and her encouragement in paragraph 6.
RI.8.6
4.        In their written responses or discussion, students should
•          describe the ways in which the authors’ tones are similar and different. Similarity: Both authors use words with encouraging connotations. Difference: “You Are the Electric Boogaloo” often uses a kindly teasing tone. “Just Be Yourself!” often uses a more serious and concerned tone.
•          Similarity examples: “Boogaloo” author tells his younger self not to “lie in bed with your guts churning” and “don’t beat yourself up.” “Just Be Yourself” author tells her younger self, “Don’t be so down in the dumps,” and “We don’t all have one single rock-star talent… .”
•          Difference examples: The “Boogaloo” author teases his teenage self: “I love your silver ‘butterfly’ pants (with forty-six zippers) that burst red fabric when you spin. Beautiful.” And, “Your immense dorkiness as a teen will be the center of your artistic life… .”
            “Just Be Yourself” seems to sympathize with the teenage self and wants her to be less worried about fitting in: “I’d forgotten how many lonely lunch hours you spent in the school library.” And, “You’ll eventually find something you’re good at, I promise. It’s a long, winding road to get there, but you’ll find it.”
•          “Boogaloo” connotations: guts churning refers to worrying;
beat yourself up the negative connotations “blame or feel bad about yourself.” “Just Be Yourself!” connotations: Down in the dumps connotes “sad or depressed”; one single rock-star talent has the positive connotation “one great talent or ability.”
•          “Boogaloo” tone indicates that the adult seems to be more secure and proud of his teenage self. Example: Just go to sleep, kid, and get ready for the next dance. It’s all going to be great, okay? The tone of the descriptions of the teenage self suggest that he was bold, despite his embarrassing failures. Example:
“ … When security comes to escort you out, you scream, ‘Dancing is not a crime!’”
•          The encouraging and sympathetic tone of the adult in
“Just Be Yourself!” suggests that she is more secure and has found herself.  Example: Being able to spend all day doing what you love … is the most amazing feeling in the world. And no,
I won’t tell you what it is, so don’t even ask me.”
•          The sad and worried tone in the descriptions of the teenage self indicates that she was insecure and had not yet found herself. Example: “ … But you don’t feel like you really fit in, do you? That’s why you joined every school club you could.”
RI.8.4

ANSWER KEY
LIT17_ANC_X114_text_quest
You Are the Electric Boogaloo / Just Be Yourself!
Geoffrey Herbach / Stephanie Pellegrin
Possible Responses:
            1.        After falling and other mishaps, the author gets up, dusts himself off, and tries again. DOK 2
            2.        The author thinks that failure isn’t as distressing as it seemed at the time, and in fact has contributed to his happiness and success in his future life. DOK 3
            3.        Although she has friends she could sit with in the cafeteria, she doesn’t feel as though she really fits in. DOK 2
            4.        Sample paraphrase: You are the only one responsible for becoming you and being yourself. Take your own path to find out who you really are. DOK 2
            5.        Both authors tell their younger selves to shrug off mistakes, stress, and self-doubt, and to embrace the process of growing up and learning about themselves. DOK 3


ANSWER KEY
LIT17_ANC_X070_concept_vocab
You Are the Electric Boogaloo / Just Be Yourself!
Geoff Herbach / Stephanie Pellegrin
A. Possible Responses:
            1.        No, I would say that I liked it a lot.
            2.        No, Tommy thought it was impressive and astonishing.
            3.        No, I would say there were only a few. Two dozen would be numerous.
B. Possible Responses:
            1.        Uproarious: very funny or loud. The uproarious clowns made the crowds howl with laughter.
            2.        Odious: highly offensive. The changes in the regulations were odious to all of the citizens.
            3.        Venomous: spiteful or full of poison. The venomous snake warned the approaching hiker with the rattle of its tail.


RETEACH ANSWER KEY
LIT17_ANC_X085_word_study LATIN SUFFIX -OUS
Possible Responses:
            1.        Definition: native to a certain area
                        Sentence: The indigenous plants were the only ones that were able to survive the drought.
            2.        Definition: financially successful
                        Sentence: The film star is marrying a prosperous banker.
            3.        Definition: extremely hungry
                        Sentence: Let’s eat soon, I am really ravenous.
            4.        Definition: of great importance or consequence
                        Sentence: Their wedding will be a momentous occasion.
            5.        Definition: causing great injury or damage
                        Sentence: The General's battle plan was disastrous.
            6.        Definition: willing to engage in adventure
                        Sentence: sink. My Scout leader is very adventurous.

PRACTICE ANSWER KEY
LIT17_ANC_X085_word_study LATIN SUFFIX -OUS
A. Answers will vary. Ensure the students use at least three to four of the words as adjectives.
B.        1.        generous
            2.        joyous
            3.        mountainous
            4.        ridiculous
            5.        fortuitous

RETEACH ANSWER KEY
LIT17_ANC_X072_conventions VERB MOODS
A.        1.        Answers will vary.
            2.        Answers will vary.
            3.        Answers will vary.
            4.        Answers will vary.
            5.        Answers will vary.
B.        1.        interrogative (?)
            2.        indicative (.)
            3.        interrogative (?)
            4.        imperative (. or !)
            5.        indicative (.)

PRACTICE ANSWER KEY
LIT17_ANC_X072_conventions VERB MOODS
A.        1.        indicative
            2.        interrogative
            3.        imperative
            4.        indicative
            5.        imperative
B.        1.        indicative (.)
            2.        imperative (.)
            3.        imperative (.)
            4.        interrogative (?)
            5.        indicative (.)
C.        1.        The coach treats all the players fairly.
            2.        Wait for me by the stage door.
            3.        Will Heidi compete in the spelling bee?
            4.        Come with me to the orchard.

RETEACH ANSWER KEY
LIT17_ANC_X067_analyze_cr_str TONE
            1.        Possible Response: The first passage was written as a recipe, to describe how to make cranberry-pumpkin pancakes for someone who would like to make them at home. The second passage was more complimentary and somewhat nostalgic, meant to describe what it is like to enjoy Aunt Serena’s homemade pancakes.
            2.        Passage A is “matter-of-fact.” Passage B is “complimentary.”

PRACTICE ANSWER KEY
LIT17_ANC_X067_analyze_cr_str TONE
A. Possible Responses:
            1.        In Passage A, the author seeks to tell a story describing the hardscrabble life of Tessa and her dog Roy. In Passage B, the author seeks to inform readers about a local issue.
            2.        In Passage A, the author’s tone is tranquil, sad, and somewhat nostalgic.
            3.        peach orchard, Tessa with her old dog Roy, Tessa gazes at the orchard and remembers the past
            4.        In Passage B, the author’s tone is “matter-of-fact” and informative.
            5.        childhood obesity on the rise, solve this critical problem, we propose renovating the playground, we vote YES, let’s help our children



Friday, October 13, 2017

Literature Class - Small Group Learning Schedule - Unit 1 - Rites of Passage

Small Group Learning Section – Unit 1 – Rites of Passage

Each group will begin on the selection(s) assigned to their group. Group members will be assigned general group roles by Mrs. Leib at the start of the small-group learning section. However, groups should also assign appropriate jobs within groups for the tasks within that section.

Schedule:
Days 1 – 4: Rotation 1 - Each group reads their assigned selection(s) and completes the tasks within the book for the selection(s). Groups must complete all assignments in the book for the first rotation by the end of the 4th day.

Day 5: Review Day (this is your opportunity to ask questions, get extra practice with concepts that you are still struggling with, re-read the text selection(s), study/prepare for the selection test)

Day 6: Test on Rotation 1 selection(s) – test data will be uses during WIN Time in Composition class. Students will work on the topics they need practice with.

Days 7 – 10: Rotation 2 – With your group, read assigned selection(s) and complete tasks within book for the selection(s). Groups must complete all assignments in the book for the first rotation by the end of the 10th day.

Day 11: Review Day (this is your opportunity to ask questions, get extra practice with concepts that you are still struggling with, re-read the text selection(s), study/prepare for the selection test)

Day 12: Test on Rotation 2 selection(s) – test data will be uses during WIN Time in Composition class. Students will work on the topics they need practice with.

Days 13 – 16: Rotation 3 - With your group, read assigned selection(s) and complete tasks within book for the selection(s). Groups must complete all assignments in the book for the first rotation by the end of the 16th day.

Day 17: Review Day (this is your opportunity to ask questions, get extra practice with concepts that you are still struggling with, re-read the text selection(s), study/prepare for the selection test)

Day 18: Test on Rotation 3 selection(s) – test data will be uses during WIN Time in Composition class. Students will work on the topics they need practice with.




October 16, 2017 - October 20, 2017

10/16/17 – 10/20/17
English Literature – Grade 8 (Periods 1, 6, 7)

Literature:

Monday (10/16): Small Group Learning: Day 3 (1st Rotation) – Groups are responsible for working together to read the selections in the first rotation. They must also complete all tasks in rotation one by Wednesday (10/18). 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 “You are the Electric Boogaloo” and “Just Be Yourself” will be on Friday (10/20). Students will take the test online on pearsonrealize.com. Review day is Thursday.

Tuesday (10/17): Small Group Learning: Day 4 (1st Rotation) – Groups are responsible for working together to read the selections in the first rotation. They must also complete all tasks in rotation one by Wednesday (10/18). 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 “You are the Electric Boogaloo” and “Just Be Yourself” will be on Friday (10/20). Review day is Thursday.

Wednesday (10/18): Small Group Learning: Day 5 (1st Rotation) – Groups must finish all work for rotation 1 by the end of class today. Review for the test on the rotation 1 selections is tomorrow. The test is on Friday. Students will take the test online on Pearson Realize.

Thursday (10/19): Rotation 1 Review Day: Groups will study/re-read selections and ask any questions they may have in order to prepare for the test, which is tomorrow in class on Pearson Realize. Students will have the opportunity today to check/correct any responses they completed with the assignments from the book and to clarify any confusions. Students may use their textbook while taking the test tomorrow.

Friday (10/20): Rotation 1 Test Day: Students will individually take the selection test for the rotation 1 text selections (“You Are the Electric Boogaloo” and “Just Be Yourself”). They will complete the test online on Pearson Realize. Students may use their book while taking the test. After completing the test, students will review their results and work on items they need practice with on Study Island and/or No Red Ink.com.


10/16/17 – 10/20/17
English Composition – Grade 8 (Periods 3, 5, 8)

Composition:

Monday (10/16): Quiz on verb moods on Study Island. Students will then receive extra practice worksheets on verb moods to complete for homework.  They will complete the worksheets for tomorrow and check answers/responses at the start of class tomorrow. If students still need extra practice with verb moods, they should see Mrs. Leib individually for instructions on where to go for extra help/practice. Students will view a lesson on the whiteboard on Pearson Realize on the topic of tone. Students will then receive a note/practice worksheet on tone that they will complete independently. We will check responses together during class. Students will take a mini quiz on author’s tone on Study Island (group session) on Wednesday during class.

Tuesday (10/17): Check answers to homework sheets on verb moods. Students will also receive first-read extension questions for the rotation 1 text selections. They will complete the questions in class today and check/discuss responses together. We will focus largely on using textual evidence to support responses. Test on these selections is on Friday in Literature class.

Wednesday (10/18): Quiz on tone on Study Island. Students will take an individual quiz on Study Island assessing their understanding of the concept of tone in writing. Once finished, students will examine their results of the quiz and complete extra practice with this concept if needed. Students will then complete a word study worksheet on the Latin suffix – ous. We will check responses to the worksheet together in class.

Thursday (10/19): Students will receive a practice worksheet on the concept vocabulary terms and word study items from the rotation 1 selections (You Are the Electric Boogaloo and Just Be Yourself). Students will complete the practice sheet on their own and discuss/check responses together as a class. Students will use the rest of the class time to prepare for the test on the selections.

Friday (10/20): Study Island WIN Time on electronic devices – Study Island: work on individual lessons (track progress using charts) – conference with teacher.