Students: start on the time 10:42 to the end to complete the reading of this short story.
To view anchor charts and images in a larger screen, right-click and save as an image to your computer!
Trimester 1 - Week 3:
September 18-22, 2017
Students will become fully connected with the "Notice and Note" strategies for reading engagement to be able to identify literary elements. Students will hone their specific noticing and taking note of strategy work with these targeted "signposts" to develop their short-write, long-write, and mini-post-it writing work.
Goal 2: "Readers notice the structure of suspense in stories/novels as a way to predict and then appreciate how tension builds and comes to crisis."
Goal 1: Readers can short write with ease! Short-write review of components: a reader's notebook short-write includes four sentences (minimum) with the quotation from the work included.
1. What is the Notice and Note strategy you used?
2. What concept did the strategy point you to? (theme/life lesson; conflict (man vs....); foreshadowing/flashback; inference) 3. Title and author (short stories and poems: " " and novels are underlined)
4. Quotation from the literary work
Trimester 1 - Week 2:
September 11-15, 2017
This week involves lessons on theme comparisons using Reader's notebooks. Anchor charts to the left are noted in student notebooks. We will open the week by evaluating our "THEME" benchmark. Students will highlight components of their on-demand responses to the "Aunty Misery" folktale according to a writing checklist/rubric.
Teaching slides, Swift's "Safe and Sound" lyrics, and Katniss/Rue conflict scene from Hunger Games novel will be a part of the work this week.
In-class: (mentor text) Teacher will read Roald Dahl's "Lamb to the Slaughter". Guided reading and think-aloud strategies will be modeled in class discussion. Dahl totally surprises the reader in this one!
Students will understand how multiple intelligence theory impacts their optimal learning and strategy work.
Trimester 1 - Week 1:
September 5 - 8, 2017
Welcome to English / Language Arts . . .
August 30, 2017 through September 1, 2017
Daily materials/supplies to have:
Your novel/genre reading book blue or black and red pens highlighters post-its notecards
3-ring binder/paper folder 2 comp books will be provided to you for our reading and writing workshop notes
Opening Days: 8/30/17 through 9/1/17 -
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6/5/2017 - 6/14/2017
Goals: Students will understand:
(1) that they must read more than one text on a subject in order to build an informed argument;
(2) that they no longer should believe that nonfiction is "true," but will realize that it is in fact, someone's perspective on the truth.
Students will know the feeling of incredible accomplishment as they participate in the end-of-week grade 8 graduation celebration!
Goals: Students will understand:
(1) the need to establish an author's position within non-fiction texts;
(2) when researchers begin to research, they need to pay attention to their thinking; they need to suspend jugment and remain open to different sides of an issue;
Your "What Memorial Day Means to Me" speeches were poignant, beautiful, and heartfelt. Enjoy the remembrance time on Monday with your families. As the daughter and grand-daughter of armed forces veterans, you inspired me to know the connections in Washington, D.C. created your most beautifully authentic speeches. You have such gratitude for those who came before you. I am very proud to have facilitated the writing and delivery of these pieces.
Goal: Completion of outstanding fiction assessments on team.
Essential understanding: Good researchers form their positions on a topic based on information found in multiple reputable sources. They keep an open mind and allow the data, research and facts shape their final opinion through a synthesis of information.
Goal: USING ALL I KNOW about unpacking a dense text: "Dr. Heidegger's Experiment" final post-assessment work completes.
Visit our HKHS!
Final DRP of your life! You have worked so diligently this year. This final test of your nonfiction comprehension abilities will be broken up into two days: Wednesday and Thursday. Intend on doing your very best! Let's show how much we know!
SBAC testing (MATH) this week: minimal HW; get rest and feel confident that you have prepared for these tests to show all that you have learned. You've got this!
Publishing celebration: Students' "long-write" blog posts are finalized; comments on teammates blog posts with constructive criticism and praise for literary analysis close the classic unit!
Goal: Preparing for our debating to come in next unit. Good researchers form their positions on a topic based on information found in multiple reputable sources. They keep an open mind and allow the data, research and facts shape their final opinions through a synthesis of information.
Students will review four reputable resources on fidget-spinners (NBC and ABC News sources and two articles) to determine a position and a claim in the form of a persuasive poster.
Dr. Heidegger's Experiment - final post-assessment work: annotating classics for understanding.
Students will be working on their literary analysis of symbolism in their classic novels. Blogging in "symbolism" is our celebration of the classic literature unit. Students working in literature groups, will lift symbolism craft from the pages of our favorite titles. Our 21st century "digital native" skills are being showcased. Claims include the symbolism that contributes to the overall theme message of our classic novel authors.
Students will be finalizing their legacy letters and Memorial Day essays this week.
Students will understand that further research adds meaning to difficult texts; looking up difficult vocabulary helps solidify connections; and further author research helps in understanding author messages.
Students will be connecting within their Washington, D.C. experience to make connections to the HKMS Holocaust speaker, Mrs. Judith Altmann. Students will write legacy letters of hope. Upon returning from D.C., students will use "all they experience" to edit and revise their "What Memorial Day Means to Me" flash drafts to move them into the final pieces.
Students will be engaged in discussion while reading and analyzing texts where they will appreciate themes, characters, archetypes, and tradition in literature. The essential question of the unit: "how might I harness a toolkit of strategies to read challenging texts deeply, comparing and contrasting these texts to others, leading literary conversations, and becoming an expert on authors and literary traditions?"
Enjoy this time with your families.
SBAC testing this week (ELA): minimal HW; get rest and feel confident that you have prepared for these tests to show all that you have learned. You've got this!
Students work simultaneously:
Students work simultaneously:
Students work simultaneously:
T2 - Week 13 - Final Week of the Term:
3/6/2017- 3/10/2017, and 3/13/17
Students work simultaneously:
T2 - Week 12:
Goals: Students work simultaneously:
1. Reading their personal memoirs
2. Beginning the narrative writing process to produce early brainstorm thinking with their personal memoir focus area.
3. Allusion to Hemingway: Six-Word Memoirs. "For Sale: Baby shoes; never worn." Students develop potential titles for their own defining memoir moments.
Essential ~ "What is that defining moment of my life?"
SBAC practice session on Friday.
T2 - Week 11:
Goals: Students are perfecting their claim and counterclaim work on the final day of their LITERARY ESSAY WRITING unit. Essays are being turned in with checklists, and component highlights in order to prove understanding of comparative literary claim writing with counter-claim and rebuttal.
SBAC review continutes.
Our new writing unit: Memoir, begins with students brainstorming about their most favorite concept: themselves. All students are working in their personal memoir text selections as model references for their own writing. Students should be entering their 5 out of 7 days of reading in memoir with about 40 pages complete per day. Students should commit to 2-3 memoirs within this unit. This is a favorite unit of the year for previous 8-1 students!
T2 - Week 10:
Goals: Students are perfecting their claim and counterclaim work in writing workshop while processing SBAC testing review techniques across English and history classes during this week into next; nonfiction science and math reviews are occurring across team as well. Our goal is to be completed with our skill reviews by March 10 here on team 8-1. Our focused current work: identifying authors' crafting techniques across two pieces of literature while incorporating claim quotation support and explanation of position. Samples have been drafted in classes and posted to the web-calendar for any absent student. **Again, regardless of snow implications, students should have their comparative literary craft move/theme work essays in good shape by Friday, 2/17/17. The FINAL printed and reviewed copy is due in classes on 2/22/17.
T2 - Week 9:
2/6/2017 - 2/10/2017
(2/8 - 1/2 day; 2/9 and 2/10 district snow cancellation days)
Goals: Two snow cancellation days and a half-day for teacher professional study mean we are pushing goals further out into the following week. Students are perfecting their claim and counterclaim work in writing workshop. Identifying authors' crafting techniques across two pieces of literature is our current work. Samples have been drafted in classes and posted to the web-calendar for any absent student. Regardless of snow implications, students should have their comparative literary craft move/theme work essays in good shape by Friday, 2/17/17. The FINAL printed and reviewed copy is due in classes on 2/22/17.
T2 - Week 7-8:
Winter Reading Assessments given in classes. Grammar IXL practice during assessment days.
1/23/2017 - 2/3/2017
Goals: Students are reviewing and identifying literary devices in their personal novels as preparation for their "craft moves" literary essay. Attachments are to the right.
T2 - Weeks 4-6:
UNIT 3: Literary Essay
1/3/2017 - 1/20/2017 and
1/9 to 1/13/17
Goals: As 2017 opens, students will collect and review all they know about conflicts and themes. We will analyze the mentor text short story, "The Monkey's Paw" by W.W. Jacobs. Students will continue to remain in book partnerships/groups to select new novel texts to continue the work of:
1. collecting ideas about text themes;
2. naming central conflicts by reflecting on what authors teach about the problems/issues their protagonists and other characters face within the critical scenes of plotlines;
3. being on the look-out for purposeful craft moves the author used to consider how the craft techniques reveal more about the themes;
4. drafting a claim and a plans for the literary essay.
Throughout the two weeks, students will also reflect upon what makes a great literary essay: strong hooks, summary, claim; structure, evidence and explanation, transition work and links from ideas to evidence.
We are off to it!
T2 - Week 3:
12/19 - 12/22/2016
Continuing Book Clubs and Partnerships in "free choice" genre with foundation work to begin our Unit 3 - Literary Essay.
Goals: Continuation of previous week with a 2-day intentional review of grammar prior to break. First novel of club partnerships should be complete. All analysis work: post-its, Notice/Note and Vocab-10 is due on Wednesday, 12/21.
IXL - online access spiral skill review in classes on 12/21 and 12/22.
T2 - Week 2:
Transition to Book Clubs and Partnerships in "free choice" genre.
12/12 - 12/16/2016
Goals: Students will move into partnerships to begin to analyze literary craft moves and device techniques to further synthesize complicated character realizations, the journey to resolve the five major character conflicts, and complicated universal themes of life. Partnerships will include Notice and Noting, and vocabulary work within their clubs. Challenging partners to improve reading stamina to meet reading goals is part of this work.
Please note: Report cards will be supplied to students on December 16. (Please return signed report cards by Wednesday, 12/21.)
T2 - Week 1:
Conclusion of Unit 2:
Fantasy & Dystopia
12/5 - 12/9/2016
Goals: Students will synthesize all they know in their final summative reading/writing assessment for the dystopian unit. Ray Bradbury's dystopian short story, "The Veldt" contains several imporant theme messages about life. Students will provide their claim analysis including quotation support about an important theme Bradbury is illustrating to the reader through the characters, plot, archetypes, allusions, mood and tone within this dystopian work.
Weeks 12 and 13
11/21 - 12/2
Goals: Students will synthesize previous work to blog their favorite "gold" passages. Each relates to their personal author/passage selection in a personal way because...
1. The descriptions are filled with literary devices...
2. A strong message is being sent to the reader...
3. The theme of this particular paragraph is...
4. There is a turning point in this paragraph...
5. There is a strong tone created by the author with the mood the reader receives.
Students will elaborate upon characterization and conflict.
The archetype quest: dynamic (round) vs. Static (flat) characterization review will allow students to see internal and external character conflicts within the protagonist's journey/quest. Readers chart the external and internal journeys of the characters, as well as plot the physical ups and downs of the actual journey, or note other ways of visualizing and writing to interpret the physical and psychological elements of quests in dystopian novels.
Students will chart new and unfamiliar vocabulary.
Weeks 10 and 11
11/7 - 11/10, 11/14-11/18
Goals: Students will understand tone, mood, symbolism, allegory - and further, blogging in "gold"!
Readers read and re-read to consider the tone of the text. They consider the narrator’s voice and the way it impacts how a reader infers and feels.
Readers also think about the mood that the author is creating - what emotions are brought out? Most importantly, readers work to figure out how the tone and mood affect the themes of the story.
Readers also look out for parts of the plotline that feel as if they have a spotlight on them, left by the author to point towards something bigger. They re-read these parts to ask: "What could this be really? Why did the author make the choice to include this here? What message is the author trying to send to me, the reader?
10/31 - 11/4
Goals: Students will undertstand that readers make sense of strange worlds in order to develop a deeper understanding of the text and the real world. When readers are reading dystopian and fantasy stories - where the world of the plotline is specifically created to help show a theme or message - they read through the exposition carefully, looking for what the characters, setting and conflicts say about people and the world in general.
Strategies for the reader to ask while reading:
• What is the setting?
• Who are these characters?
• Why are the setting and the characters significant?
• What do they teach the reader about the world and people in general?
10/24 - 10/28
Goal: Students will understand that reading across texts allows them to think critically about universal theme messages of life. Students are able to independently apply this learning to a final assessment analysis of the short story: "The Necklace".
October 17 - 21
Goal: Students will understand that reading across texts allows them to think about and analyze allusion and archetype references within plotlines.
October 10 - 14
Goal 3: Students maintain and show reading stamina in their reading log rubrics.
Goal 2: Students will be assessed measuring reading/comprehension processing and instructional levels.
Goal 1: Students understand universal theme messages across multiple texts and apply their thinking to a rubric analyzed long-write highlighting theme in two short stories by Dahl and Poe.
Critical Nonfiction Unit Enduring Understandings. Students will:
ESSENTIAL QUESTIONS OF THIS CRITICAL NONFICTION UNIT:
Memoirists are writers who craft meaningful small-moment stories from their lives
to explore and revisit important memories.