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March 26, 2018 - March 30, 2018

3/26/18 – 3/30/18

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

Monday (3/26): Students will continue reading Act 1 of the play, “Anne Frank.” Students will mark up the text as we read through the scenes in Act 1. Work on close reads for scenes 3 and 4 today. We will discuss/check these on Wednesday. Turn in vocab. squares for concept vocab. words on page 100.

Tuesday (3/27): Students will continue reading Act 1 with assigned parts. Read Act 1, scene 5 of the play. Students will complete the comprehension questions at the end of scene 5.

Wednesday (3/28): Students will finish Act 1 of Anne Frank. Students will work on the pages that follow Act 1 to analyze the text, focus on craft and structure of the text, and examine key vocabulary terms and conventions (verbs). They will also receive a study guide that is due tomorrow. Test on Act 1 will be on Monday.

Thursday (3/29): Review Act 1 – go over the study guide for Act 1 today. Students will prepare for the test on Act 1 today by reviewing the material and playing a review game. Test on Act 1 is Monday.

Friday (3/30): No School

3/26/18 – 3/30/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (3/26): WIN time: phrases and clauses – due by the end of the day today.

Tuesday (3/27): Notes on misplaced and dangling modifiers. WIN time on this topic also, which is due on Thursday.

Wednesday (3/28): WIN time: misplaced and dangling modifiers – due tomorrow.

Thursday (3/29): WIN time: misplaced and dangling modifiers – due by the end of the day today.

Friday (3/30): No School

March 19, 2018 - March 23, 2018

3/19/18 – 3/23/18

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

Monday (3/19): Students will continue reading Act 1 of the play, “Anne Frank.” Students will mark up the text as we read through the scenes in Act 1. Students will complete the close-reads in the margins for the first few scenes that we have read (1 and 2).

Tuesday (3/20): Students will continue reading Act 1 with assigned parts. We will discuss key passages as we read and examine what students are marking in the text.

Wednesday (3/21): Students will continue reading Act 1 of the play, “Anne Frank.” Students will mark up the text as we read through the scenes in Act 1. Concept vocabulary words for Act 1 are due today on vocab. squares. Complete close-reads at the end of class today.

Thursday (3/22): Students will continue reading Act 1 with assigned parts. We will discuss key passages as we read and examine what students are marking in the text.

Friday (3/23): Students will continue reading Act 1 with assigned parts. We will discuss key passages as we read and examine what students are marking in the text. Complete close-reads at the end of class.

3/19/18 – 3/23/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (3/19): Students will get the notes for the next topic on Study Island, which is phrases and clauses. Group session on phrases and clauses. This topic is due on Wednesday.

Tuesday (3/20): PSSA Practice test – Students will get the results of their test back and we will go over results together. Independent practice on WIN time for phrases and clauses.

Wednesday (3/21): WIN time: phrases and clauses – due by end of the day today.

Thursday (3/22): Study Island notes on misplaced and dangling modifiers and group session. This topic is due on Monday.

Friday (3/23): WIN time: misplaced and dangling modifiers – due Monday by end of the day.

March 12, 2018 - March 16, 2018

3/12/18 – 3/16/18

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

Monday (3/12): Computer lab (934) – work on argument assignment. Students will choose to complete either the argumentative essay (picking one topic to write about from the list provided) or the advertisement. The final copy of the assignment must be submitted on Google classroom by March 14.

Tuesday (3/13): Students will be back in the regular classroom for Lit. class today. Students will receive the intro. letter for Unit 2 of the textbook. We will begin working on the introduction to Unit 2: The Holocaust.

Wednesday (3/14): Argument project/essay is due today. Students must submit it via Google Classroom. Continue the unit 2 introduction together as a whole class. We will also begin the first read of Act 1 of the play, “Anne Frank.” Vocabulary squares are due on Friday.

Thursday (3/15): Project presentations: Students will present advertisements/commercials in class today.

Friday (3/16): Project presentations: Students will present advertisements/commercials in class today (if more time is needed from yesterday). If we finish with time left, we will continue with unit 2: Anne Frank. Vocabulary Squares are due today. Students will turn in their squares for credit.

3/12/18 – 3/16/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (3/12): PSSA Practice test today – students will take this on paper with pencil.

Tuesday (3/13): If not finished with test from yesterday, students will finish the test first during class. Then, finish review session 5 on Study Island.

Wednesday (3/14): WIN time: verbals (notes and group session). Verbals topic is due by the end of the day on Friday.

Thursday (3/15): WIN time: verbals

Friday (3/16): WIN time: verbals (due today)

March 5, 2018 - March 9, 2018

3/5/18 – 3/9/18

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

Monday (3/5): Computer lab (934) – work on argument assignment. Students will choose to complete either the argumentative essay (picking one topic to write about from the list provided) or the advertisement. The final copy of the assignment must be submitted on Google classroom by March 14.

Tuesday (3/6): Computer lab (934) – work on argument assignment. Students will choose to complete either the argumentative essay (picking one topic to write about from the list provided) or the advertisement. The final copy of the assignment must be submitted on Google classroom by March 14.

Wednesday (3/7):  Computer lab (934) – work on argument assignment. Students will choose to complete either the argumentative essay (picking one topic to write about from the list provided) or the advertisement. The final copy of the assignment must be submitted on Google classroom by March 14.

Thursday (3/8):  Computer lab (934) – work on argument assignment. Students will choose to complete either the argumentative essay (picking one topic to write about from the list provided) or the advertisement. The final copy of the assignment must be submitted on Google classroom by March 14.

Friday (3/9): Computer lab (934) – work on argument assignment. Students will choose to complete either the argumentative essay (picking one topic to write about from the list provided) or the advertisement. The final copy of the assignment must be submitted on Google classroom by March 14. If students finish, they must start the Quizlet online (ELA terms – PSSA Prep). The Quizlet is assigned in Google classroom (Literature class periods).

3/5/18 – 3/9/18

English Composition – Grade 8 (Periods 3, 5, 8)

Monday (3/5): Notes on setting and plot and group session on plot/setting.

Tuesday (3/6): WIN time: setting and plot (due by end of day Thursday)

Wednesday (3/7): WIN time: setting and plot

Thursday (3/8): WIN time: setting and plot

Friday (3/9): Review session 5 – students must complete review session 5 today during class.

Answer Key: First-Read Extension Questions

ANSWER KEY

from Follow the Rabbit-Proof Fence

Doris Pilkington

Answers	Standards
1.   (a) The sisters miss their home and want to return to it.       (b) The sisters are heading home, and Martha Jones’s mention of “the first day” shows that they have arrived in the settlement only recently. Students may also cite details in the Background note, which describes the harsh practice of taking children of mixed Aboriginal ancestry from their homes to settlement camps to train them to fit into white culture.	RI.8.1
2.   (a) Paragraph 17 offers background information about the sisters and the rabbit-proof fence. The first three sentences explain that Molly’s knowledge that she and her sisters can follow the rabbit-proof fence to get home is based on information that came from her father and grandfather. The next two sentences show that the younger sisters agree to follow Molly because they are used to doing what she says.       (b) Molly, the eldest, is bossy and has always been the leader among the three sisters.	RI.8.5
3.   (a) The author seems to know the camp well and to have some positive feelings about it. Students may refer to the “About the Author” note and mention that the author herself was in a settlement camp as a child. When she describes the children’s traditions of making grass graffiti, swimming in the river, and skating in the mud, the author seems to be recalling fond memories.       (b) Molly has a negative point of view on the settlement camp. She and her sisters have just arrived there, and the text shows them on their first day, watching the “bossing and bullying” around them. Molly is already so eager to return home that she is willing to risk the dangers of walking a great distance to get there.	RI.8.6
4.   In their written responses or discussion, students should •   identify the events and actions involved in the sisters’ escape, such as their search for a safe site to cross the river, Molly’s rejection of two possible sites, her discovery of the river gum tree, and the sisters’ use of the tree’s trunk to cross the river. •   name descriptive words that help them visualize events in the story. Students should mention words that describe the girls’ actions, such as dashing, dodging, crashing, leading, measuring, and cautiously. •   identify that the setting is a remote area of Australia and name descriptive words that help readers visualize the physical obstacles and plant growth that the girls must cope with. Students should name words such as sandy, cliffs, shrubs, flooded, obstacles, suckers, slippery, muddy, trampled, reeds, and fluttering. •   explain that the words used by the author to describe the girls’ actions and the physical setting create a mood of suspense and fearfulness. •   identify a central idea of the text. Students may identify the idea that taking a stand sometimes means deciding what is best for oneself, following a bold course of action, and risking danger to follow that course. •   explain that the words that describe the setting and mood help readers to understand how risky the girls’ escape is and how much physical effort and courage it takes.	RI.8.4

Study Guide Answer Key

ANSWER KEY

from Follow the Rabbit-Proof Fence

Doris Pilkington

Possible responses:

       1.   The sisters seem to be in a crowded, chaotic place in which older girls boss around the younger girls. It seems as if the sisters will get into trouble if they don’t get to school on time.  DOK 2

       2.   Gracie and Daisy seem to be surprised and scared; Jigalong is a long way from the settlement, and are probably worried about getting home safely. DOK 2

       3.   Responses will vary. Some students will say that Molly is acting responsibly because she has carefully planned their route home; some will say Molly is not acting responsibly because the escape puts her two younger sisters at risk. DOK 3

       4.   Responses will vary. Students may say that the journey will not end in success because the girls are too young to survive; others may say that Molly is determined and that she will ensure the safety and success of their journey. Students can find out what actually happens by doing a web search or by reading the rest of the narrative.  DOK 3

ANSWER KEY

 DESCRIPTIVE WRITING

from Follow the Rabbit-Proof Fence

Doris Pilkington

Possible responses:

       1.   The author uses vivid words to convey the girls’ actions (“snatched,” “pulled,” and “slung”), their poverty (“meager positions”), and details (“calico bag,” “drawstrings”) to create a word picture.

       2.   The mood helps the selection by recreating the sounds the girls heard as they fled.

       3.   The adjectives are very sensory—the coarseness of the sand, the sliminess of the leeches, the heat of the mud.

ANSWER KEY

from Follow the Rabbit-Proof Fence

Doris Pilkington

A. Possible responses:

       1.   Yes; you would probably be feeling nervous and would want to quickly and urgently create an embankment to prevent flooding.

       2.   The sisters were frightened and confused. When people are frightened, they sometimes talk nervously.

       3.   Molly would be able to speak confidently because she knew what to do and had a plan. She was not nervous like the sisters.

       4.   No, Molly did not move cautiously. It says that she crashed into the trees, which indicates she moved with force and without fear.

B.   1.   conveniently; “to be easily accessible”

       2.   essentially; “underground necessary element”

       3.   graciously; “to be pleasantly kind or courteous

ANSWER KEY

 ADJECTIVES AND ADVERBS

from Follow the Rabbit-Proof Fence

Doris Pilkington

A.   1.   Daisy nervously told Molly how she felt.

       2.   Molly is Daisy and Gracie’s big sister.

       3.   They crossed the swiftly flowing river.

       4.   She is the bossy sister.

       5.   Molly confidently told her sisters the plan.

B.   1.   what kind:  She waited under the large pine tree.  

       2.   how many: They walked through several banks.  

       3.   what kind:  The banks were slippery.  

      4.   how many: Two sisters wanted to rest.  

      5.   what kind:  They passed thick tree shrubs.