Supplies to have on hand: Please have a supply of pens, pencils, post-its, a highlighter, and your notebook and/or folder for LA classes. Your compositions books for Reader's and Writer's Workshop will be provided to you.
Dystopian Book Clubs - Unit 2
Use the PREZI clips link below to view internal/external conflict with an emphasis on dynamic / round vs. flat / static characters. This work is helpful as you view Collins's protagonist as she faces all of the conflict types within her "journey/quest" to survive in her dystopian society.
Anticipation and visual connections into the dystopian unit: the world of Wall-E; we also glimpsed into Pink Floyd with a clip of "The Wall" (a massively successful, large-scale rock opera that explored human isolation and frustration in an increasingly complex and unforgiving dystopia.) Ask your parents about Pink Floyd!
Identify the author's tone and the mood created - Collins' Hunger Games...
Archetypal Symbols, Situations, Images, Characters!
Trimester 1 - Week 3:
September 16 - 20, 2019
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
DRP testing - districtwide assessment - 2 classes - test split into two days.
Trimester 1 - Week 2:
September 9 - 13, 2019
Trimester 1 - Week 1:
September 3 - 6, 2019
Welcome to English / Language Arts . . .
August 28, 2019 through August 30, 2019
September Reading log is due on September 27, 2018 - 100 points
* * * * Information below this area has not been covered yet . . . please wait to read and/or access
Posting are in date order and are shown here to year-end for your planning purposes!
Trimester 3: June 10, 2019
Goal: Students will know the feeling of incredible accomplishment as they participate in the grade 8 graduation rewards celebration!
And finally a farewell:
Dear Precious Students,
Your completed memoir is the component of narrative writing in our year which is really the culminating graduation gift you have written for yourself. Your grade is a reflection of your careful analysis of your writing and building checklist. We have arrived at the point where you know how to meet the objectives within the components of narrative, argument, and literary analysis writing. Evaluating your memoir through an editing phase is the best way to catch grammatical mistakes. You know how to accomplish this. You have witnessed me model corrections in classes. Attending to best word choice and grammatical checks are practices in your hands. You know how to make use of an editing partner to assist in finding something you may have missed in the editing of your writing pieces.
This memoir piece allowed you to embrace your expedition of self-discovery. This gift to yourself is all-encompassing: effort, creativity, following the writing guideline from which to build and then enhance; and traveling a conflict you may have resolved. You were your own protagonist. You have shown strength in working through the archetype journey.
I am so proud of our work together this year. You have reviewed your literacy scores and have witnessed your own growth. If you have asked to keep your memoir private, that has been respected. If you have asked for support to investigate publishing your piece, we can look at how you might do that before our days end, or at any time; I will help you with a contact source for you to investigate this summer.
Your culminating piece is all about your desire to present your best. My role in this was to facilitate the process by providing you with the framework from which to build. I am grateful to have been included as a recipient of your final middle grades narrative piece. It is a joy for me to simply read your words straight from your heart. With our team submissions, I have laughed; I have cried; I have held you in high esteem. I have witnessed a transformation that keeps me encouraged about the future of your decisions, and your ability to contribute positively to humanity. Be mindful of seeking societal helpers. These are people who will support your dreams.
You are ready to cross the bridge to meet the next life chapter. I am relishing our successes.
Our growth as a team within our reading, writing, speaking, and listening learning is the direct result of commitments you have made to be your best. You know integrity lives within you. If you continue to commit to meeting and exceeding the expectations of yourself and your future teachers, you will become your best self. Reading and writing growth was assembled into the final grades for your report cards. You will be able to see very specific literacy score growth within the final comments and grade reporting columns in PowerSchool. There is a nonfiction DRP score column in PowerSchool which shows where you have achieved; there is a growth score for fiction comprehension in the comments section of the report card. We have shown tremendous achievement as an academic team here on 8-1!
As a valued member of Haddam-Killingworth Middle School, and our Team 8-1 English/language arts classes during the year 2018-19, you have participated in over 90 synthesis projects, performance tasks, and constructed meaning activities. You wrote in: claim - counter-claim - rebuttal arguments; literary analyses; narrative memoirs; essays, blogs, quick-writes, and reader-reaction responses. You peer-evaluated, peer-encouraged, and self-evaluated growth. You impacted hearts of teammates in developing deep legacy promises to a 20th century heroine of integrity: Mrs. Judith Altmann. You developed personal purpose and voice through both deeply moving intentional format writing, and will close with stream-of-consciousness writing.
You are leaving the halls of our school prepared to meet the next turn on the path. I wish you the very best as you venture to pursue dreams and goals. While you have a vast array of quotes within reach from this year, I will leave one more by William Ward, a most-quoted writer of inspirational thought of the 20th century: “Study while others are sleeping, work while others are playing, and dream while others are wishing.”
My door will always be open. I hope I will learn of successes as you journey to your next stop and beyond along the path that is – your cherished life. You will remain a part of my heart.
Once again, thank you for sharing in the growth of our learning partnership. I truly appreciate the incredible work we have accomplished. Have a safe, wonderful, and restful summer! You are ready to fly!
Warm regards and best wishes,
Mrs. Lynne Landry, M.A.
English Language Arts, Team 8-1
Haddam-Killingworth Middle School
451 Rt. 81
Killingworth, CT 06419
Email: email@example.com; Website: www.rsd17.org
"Listen to the authentic voices of encouragement in your life.
Some of the greatest success stories of history have followed
a word of encouragement or an act of confidence by a loved one or a trusting friend." Dr. N. Qubein (HPU)
Trimester 3: Week 13, Unit 6 -
As Time Permits . . . The Plan:
Nonfiction response: Personal project topic - pro/con position; student choice!
6/10/19 - 6/11/19
The Classroom Debate!
Personal Pro-Con Topic Application of Learning: Research and Position Statement Formation
Nonfiction response: Personal project topic - pro/con position; student choice!
6/3/19 - 6/7/19
1. Hook in – a big bold opener: rhetorical question, fact, statistic, a quote (person), anecdotal = 10 points
2. Claim that describes the position on the topic with three big ideas you have as the focus = 15 points
3. 3 talking points for your position on the topic = 10 points (30 points total)
4. 1 opposing view (counterclaim) idea talking point = 10 points
5. Closure statement which brings your audience fully back to your position = 10 points
6. Resource List: Works Cited / Bibliography) listing (3-6 sources) - 5 points each = (15 points total)
7. Creativity Focus: my choice of delivery is appropriate for my topic: 10 points
Options for you:
• Debate – another person or group
• Essay – turned into a speech
• YouTube Documentary (parent permission for this)
• Public Service Announcement
• Pre-made video presentation
• Develop a song that proves the issue (appropriate language)
• Develop a piece of poetry illustrating the issue
• Mini website – weebly.com
Trimester 3: Week 11, Unit 6 -
The Debate Preparation: Research, Position Statement, Talking Points, Counter-claim Formation: Nonfiction response: "Is video gaming harmful or helpful within our society?"
5/28/19 - 5/31/19
Research and Position Statement Formation: Nonfiction response: "Is video gaming harmful or helpful within our society?"
5/20/19 - 5/24/19
READING LOGS (YELLOW) DUE IN FOR FINAL CREDIT FOR THE YEAR: May 17 - this log is for March 11 through May 17 with weeks taken out for SBAC, vacation, destination field trips, memoir writing, and Memorial Day essay writing)
Trimester 3: Week 9, Unit 6 -
DRP Comprehension testing: 5/13 and 5/14
Teacher PD - 5/15
Flash-Draft, Research, and Position Statement Formation: Nonfiction response: "Is video gaming harmful or helpful within our society?"
5/13/19 - 5/17/19
Trimester 3: Week 8, Narrative Craft, Gratitude Legacy Letters and Flash-Draft Memorial Day Speech Essay
5/6/19 - 5/10/19
Trimester 3: Week 7: Holocaust Program Remembrance in Preparation for Washington, D.C. and CT Field Trips Experiences
4/29/19 - 5/3/19
TBD Grammar Goals:
Students are reviewing and identifying literary devices in their personal novels as preparation for their "craft moves" literary essay.
Students will review all they know about identifying: declarative, interrogative, imperative, exlamatory sentences; simple and complete subjects; simple and complete predicates; participles, gerunds, and infinitives
A.1 Is the sentence declarative, interrogative, imperative, or exclamatory?
___A.2 Identify the complete subject or complete predicate of a sentence
___A.3 Identify the simple subject or simple predicate of a sentence
___D.13 Identify participles and what they modify (10 min.)
___D.14 Identify gerunds and their functions (10 min.)
___D.15 Identify infinitives and infinitive phrases (10 min.)
Students will review all they know about working in tense and voice:
Simple Past, Present, Future, Progressive, and Perfect tenses
Active vs. Passive Voice
___D.7 Simple past, present, and future tense: review
___D.8 Identify and correct inappropriate shifts in verb tense
___D.9 Form the progressive verb tenses
___D.10 Form the perfect verb tenses
___D.11 Identify active and passive voice
___D.12 Rewrite the sentence in active voice