8th+Language+Arts

Welcome to 8th grade ELA!


 * Week of May 14 **
 * Wrapping up the year with //A Long Walk to Water//

// Essential Questions: //
 * Unit 7: Refugee experience **
 * Can research create empathy?
 * How would I describe the experience of refugees?

Standards Assessed
 * Reading Literature 8.1, 8.2a & 8.2b, 8.6

__**Important Links**__
 * //To Kill a Mockingbird -// [|audio text] (**FYI: Chapter 14 starts in ch 13c -- 5 minutes in)**
 * //To Kill a Mockingbird -[| vocabulary list]//
 * 8th Grade Book Blog - [|aacabookblog8.wordpress.com]
 * Easy Bib: []
 * Worldly Wise Practice Games - [|http://www.wordlywise3000.com/games/book08.cf]

=__Class Action Blog__= During class, we practiced identifying and interpreting the effect the three types of irony can create in a story. Then, students continued reading & taking notes on //A Long Walk to Water.//
 * Friday, May 18**

During class, we reviewed analyzing how topics are treated in a story by examining how character traits + conflicts and resolutions. Students worked in partners to practice summarizing and interpreting the theme in "Alma." Then, they continued reading & identifying details related to topics for theme in //ALWtW//.
 * Thursday, May 17**

Presentation from Refugee One -- thank you so much to Trudi and Hussein for your amazing, inspiring stories!
 * Wednesday, May 16**

During class, we debriefed on students' answers to the question: what does it mean to be a refugee. Then, we connected this experience to current policy regarding refugee resettlement in the US and determined reasons for and against high/low refugee caps. Students then made predictions about setting, conflict, and characters based on the cover of our last novel. Finally, we started reading and using note-taking strategies for the summative literary analysis paragraph next Wednesday.
 * Tuesday, May 15**

During class, we continued to explore the experience of life as a refugee by analyzing several photos & generating words/phrases to answer the question: How can I describe the experience of life as a refugee?
 * Monday, May 14**
 * [|CNN Article] -- What is the difference between immigrant and refugee?
 * [|In writing section -- photo analysis]

Lesson 7 WW test -- last lesson of year! Students wrapped up their letters.
 * Friday, May 11**

We reviewed conclusion paragraphs & students continued working on their persuasive letters.
 * Thursday, May 10**

Students continued working on developing their body paragraphs of their persuasive letter to Mrs. Pattee.
 * Wednesday, May 9**

During class, we went over the structure of the body paragraphs. One follows traditional Claim + Reason - Evidence - Reasoning and the other follows a format of Counterclaim + Reason - Evidence - Reasoning - Contrast transition - Rebuttal Reason - Evidence - Reasoning.
 * Tuesday, May 8**
 * [|Self-check WW 7A-C]

During class, we read an article about banned books. Then, we connected this discussion to their last persuasive writing piece: writing Mrs. Pattee a letter about whether or not to continue or retire F451. For homework, planning.
 * Monday, May 7**

During class, we started with a character analysis of Mrs. Bowles and Mrs. Phelps (below). We discussed making connections and looking for patterns in characters' behavior when doing a character analysis & looking for several STEAL details to confirm character traits. Then, we worked on interpreting theme in this story by identifying a type of dystopian control: technology. Students identified examples of technology in the text and examined the effect on characters. They then used this to interpret a theme about technology.
 * Wednesday, April 25**
 * [|Bell work]

Analyzed sample RL 8.9 responses to prep for Thursday's summative on this standard.
 * Tuesday, April 24**

Practice with context clues & continued reading //F451//.
 * Monday, April 23**

Greek & Latin root summative & reading of //F451//.
 * Friday, April 20**

During class, we analyzed how two texts treat the topic of book burning: Captain Beatty in Fah 451 & the band XTC in the song "Books are Burning."
 * Thursday, April 19**

Analyzed cause and effect relationships in //Fahrenheit 451:// What are the factors that led to censoring/burning books in the novel? Why did these factors lead to burning of books? As a class, we started reading the conversation between Beatty and Montag to make meaning about this society. During class, we practiced summary (RL 8.2) and character analysis by focusing on the character of Mrs. Blake and her actions in last night's reading.
 * Wednesday, April 18**
 * Tuesday, April 17**

Analyzing character traits & evaluating strongest evidence quiz.
 * Monday, April 16**

Aspire Testing.
 * Monday, April 9 - Thursday, April 13**

Started //Fahrenheit 451// today//!// We read through the first 5 pages of the novel & practiced interpreting characters using "STEAL" (on post-its) and showing our understanding of events and characters by generating summaries (below). For homework, finish pages 1-12 + finish summary & post-it.
 * Friday, April 6**



During class, students analyzed "Harrison Bergeron" to evaluate and classify relevant details that relate to different dystopian characteristics. For homework, predictions based on cover art.
 * Thursday, April 5**

During class, we went over and clarified the notes on dystopian characteristics and controls (below). Then, we examined //Wall-E// to identify details that relate to different of dystopian characteristics. For homework, students are applying these ideas to a reading of "Harrison Bergeron."
 * Wednesday, April 4**
 * **[|Wall-E & identify at least 3 details that relate to your dystopian characteristic]**

During class, we went over the Aspire poetry practice. Then, we began exploring our new unit on dystopia.
 * Tuesday, April 3**

During class, we went over the parts of a conclusion paragraph. We examined a model conclusion and students worked on drafting their own.
 * Thursday, March 22**

During class, we focused on the function of transition words. Students analyzed a sample paragraph to see how transitions help organize and "foreshadow" the info. coming in the next sentence/part. They continued working on drafting their essays.
 * Wednesday, March 21**

During class, we went over introduction paragraphs and using "commentary" to connect facts/evidence to the overall claim. We worked on asking: How will this fact/example "benefit" or "hurt" this person to help them explain their ideas and students got crackin' with drafting!
 * Tuesday, March 20**

During class, students worked in groups to clarify the areas of impact presented by each prompt. Then, they selected a prompt and worked on brainstorming facts/reasoning to identify how ___'s life would be affected in each choice.
 * Monday, March 19**


 * Thursday, March 15**
 * 1) Wordly Wise test
 * 2) [|Self-check subject-verb agreement homework]
 * 3) Work on homework (on 8th ELA wiki page)


 * Wednesday, March 14**
 * Socrative to introduce subject-verb agreement.
 * We went over 3 rules of subject-verb agreement (in notes)
 * [|In-class practice with subject-verb agreement.]


 * 1) Where are these students? How do you know [evidence from pic]?
 * 2) What are they doing? How do you know [evidence from pic]?
 * 3) What do you notice about their body language?

During class, we analyzed two sample student arguments. We determined that the stronger argument addressed the pros and cons & impacts of the reasons for the two positions and discussed how to approach our upcoming persuasive writing piece.
 * Tuesday, March 13**

During class, we focused on identifying counterclaim & rebuttal and evaluating this the rebuttal portion of an argument. To determine the strength of the argument, we worked on asking: does the rebuttal directly and fully address points brought up in the counterclaim. Students listened to and evaluated work of their peers & turned in their persuasive letters.
 * Monday, March 13**

During class, we went over the argument from yesterday as well as distinguishing between reasons and evidence. Then, students started working on a practice persuasive letter to parents about a topic of their choice.
 * Friday, March 9**
 * 1) Socrative to submit title of argument
 * 2) [|WW6A-C]

During class, we cleaned out folders & returned novels. Then, we reviewed argument vocabulary and engaged in mini mock debates over controversial topics including immigration, school saftey, and pitbulls as pets.
 * Thursday, March 8**

During class, we went over basic parts of speech and the characteristics of a complete sentence. Then, we broke into groups and worked on classifying sentences as complete or incomplete and identifying parts of speech in these clauses.
 * Wednesday, March 7**

During class, we worked on making connections between "The Fall" and a song, "The Snake" by comparing how the symbolism of the snake in each text. Then, students analyzed how this song, "The Snake" represents a viewpoint about Immigration.
 * Tuesday, March 6**

During class, we previewed new WW words for lesson 6. Then, students listened to and gave feedback on their connections and explanations about a song that relates to the emotion of scene in //Of Mice and Men.//
 * Monday, March 5**
 * [|Petersen's Class -- song links]

Greek & Latin root summative. When done:
 * Friday, March 2**
 * 1) Finish drafting paragraph (again, use sheet for guidance/focus)
 * 2) Highlight appositives ONLY
 * 3) On top of paragraph, include "Song Title" & range of 30-60 seconds you think BEST conveys the connection between the song & the text
 * 4) Print
 * 5) Fill out your HR's Google form: [|Key]; [|Petersen]

Appositives (grammar) assessment. Students then continued working on the paragraph to explain a connection between a song of their choice and emotion in a scene in the novel.
 * Thursday, March 1**

Wordly Wise final and worked on the //Of Mice and Men// soundtrack explanations.
 * Wednesday, February 28**

More practice on appositives: students took a Socrative, we went over homework, and introduced write up for //Of Mice and Men// soundtrack project--using appositives!
 * Tuesday, February 27**

During class, we reviewed and practiced identifying and generating sentences with appositives, noun phrases that further define a preceding noun. Students worked in pairs to practice identifying and editing to create sentences using appositives.
 * Monday, February 26**
 * **[|Classwork appositives]**


 * Friday, February 23**
 * Greek/Latin root test with "sens; sent"
 * [|Soundtrack to Of Mice & Men project]

Summative reading assessment part 2 with RL 8.1, RL 8.3, RL 8.4a, and RL 8.4b.
 * Thursday, February 22**

During class, students took the summative assessment with summary, theme, and irony (RL 8.2a, RL 8.2b, and RL 8.6).
 * Wednesday, February 21**

During class, we went over the homework/questions about "The Machine That Won the War." Then, we broke into pairs to generate a summary & theme about technology for "TMTWtW" as review for tomorrow's summative assessment with RL 8.2a, RL 8.2b, and RL 8.6.
 * Tuesday, February 20**

Wordly Wise test for lesson 5 and continued/wrapped up our essays of //Of Mice and Men.//
 * Friday, February 16**

During class, we went over a mini lesson on using commentary to both explain the connection between the detail & theme & also bring closure to the paragraph. Then, students continued drafting as teachers conferened about topic sentences.
 * Thursday, February 15**
 * [|Topic sentence Google form Key's Class]
 * [|Topic sentence Google form Petersen's Class]

During class, we went over editing for literary present, style (using 3rd person), and citing evidence in essays. Students continued drafting.
 * Wednesday, February 14**

During class, we continued drafting our essays. We met in groups based on essay prompt to structure the introductory statements: thesis and topic sentences of essays.
 * Tuesday, February 13**


 * Monday, February 12**
 * [|Self check of WW 5 A-D]

During class, we worked on using partner feedback to evaluate the relevance of evidence & then working out how to generate thesis statements.
 * Thursday, February** **8**

During class, we discussed the ending of //Of Mice and Men//. Then, studnets worked in partners to attack, respond to, and begin planning for the summative literary essay with //Of Mice and Men.//
 * Wednesday, February 7**

During class, we went over the reading practice from yesterday. Then, we worked on interpreting tone in a work of art or song based on given "details": colors, visuals, and word choice.
 * Tuesday, February 6**
 * **[|Tone & The American Dream]**

During class, we broke into small groups & pairs to read the first part of chapter 5 and practice close reading skills: interpreting characters, determining the meaning of words in context, analyzing tone, intepreting symbols, etc.
 * Monday, February 5**

When everyone is finished with their tests: 1) Work on completing your "Men in Of Mice and Men" projects on the poster-size papers you started before. Make sure your names are on them! Turn the longer sheet into the class turn-in basket. 2) When you are finished with your project, raise your hand for a handout with the comp questions for tonight's homework, which is to read Chapter 4 of //Of Mice and Men// and answer the comp. questions. You may start on your homework as soon as you turn in your project sheet.
 * Friday, February 2**

During class, we went over comprehension questions for chapter 3. Then, we went over yesterday's quiz and interpreting symbols & theme (based on symbols). Last, we broke into groups to read, summarize, and interpret symbols in "Thank You, Ma'am."
 * Wednesday, January 31 **

During class, we went over examining and pausing to interpret characters' words and actions to make meaning about characters with pages 66-68 and Crooks, the stable buck in //Of Mice and Men.// Then, students showed their independent understanding of interpreting symbols in the novel by examining the description and treatment of Candy's dog. Finally, they began working on a character analysis project.
 * Tuesday, January 30 **

During class, we worked on interpreting symbols in two texts. First, we worked on interpreting the symbol of the hat in "La Luna" and then Della's hair in 'The Gift of the Magi" by examining how the object is treated, how characters respond to the object, and how the object is described (in "Gift of Magi").
 * Monday, January 29 **
 * **[|"La Luna"]**
 * **[|"The Gift of the Magi"]**

During class, we went over last night's homework and yesterday's tone/mood quiz. Then, students analyzed patterns of dialogue between characters in //Of Mice and Men// and made meaning about the characters' background and how the dialogue "fits" the setting. Continue reading into chapter 3 and comp. questions for homework!
 * Friday, January 26 **


 * Thursday, January 25 **
 * Go over homework
 * Masteryconnect.com/bubblesheet -- independent quiz on RL 8.4b (open book)
 * [|Characterization practice] with Lennie & George (in Reading section of ELA ntbk)
 * HW: Finish chapter 2 & comp questions (on back of yesterday's wkst)

During class, we went over comprehension questions, tone, and reviewed strategies to track speakers. Students also began examinning the relationship between George and Lennie based on their STEAL details in chapter 1.
 * Wednesday, January 24 **

During class, we re-read "The Lottery" to review summary and interpreting theme. We also examined and interpreted the "black box" as a symbol in this story as prep for interpreting symbols in //Of Mice and Men.//
 * Tuesday, January 23 **

During class, we worked on pre-reading and making predictions for //Of Mice and Men// based on both research and the front/back cover of the novel.
 * Monday, January 22 **
 * [|Predictions w/OM&M]

WW Lesson 4 assessment with six literary terms. For homework, 1your half of the research for O//f Mice and Men.//
 * Friday, January 19 **

During class, students showed their independent understanding of theme, summarizing, and interpreting how differences in point of view can affect the audience by reading & answering questions about "The Lottery."
 * Thursday, January 18 **

During class, we discussed the differences between tone and mood. Then, we went over the homework to review and students took a formative assessment to practice interpreting tone & mood.
 * Wednesday, January 17 **

During class, students took a formative assessment on summarizing with "The Cask of Amontillado." We then discussed theme & went over homework review of context clues, analyzing characters' words & actions, interpreting irony, and supporting inferences with relevant details. Then, we went over notes for tone & mood (below) and began working on interpreting these pieces.
 * Tuesday, January 16 **


 * Friday, January 12 **
 * I. Bell Work: 4 minutes to self-check WW4 A-C **
 * [|WW Lesson 4 A-C]
 * II. Classwork **
 * Read passage from //Northanger Abbey//
 * (Formative assessment) Answer questions: 1-11 multiple choice; 12: open response (on paper)
 * submit answers on [|masteryconnect.com/bubblesheet] (**Key Class Code**: 825305; __Petersen Class Code__: 249691) -- Can't remember your student id? Check your assignment book or the student id on the bubble sheet of your last Wordly Wise test
 * III. Homework: **
 * Wordly Wise 4D & either 4E or 15 sentences with context clues due Wednesday
 * "Cask of Amontillado" wkst due Tuesday

MAP Testing -- No regular classes.
 * Thursday, January 11**

We worked on applying our understanding of theme and summary with the short story "Cask of Amontillado" by Edgar Allen Poe.
 * Wednesday, January 10**

We went over summary and theme "His First Flight" and then reviewed interpreting the effect of dramatic, situational, and verbal irony.
 * Tuesday, January 9**

First, we used thinking annotations to preview lesson 4 Wordly Wise vocabulary. Then, we went over analyzing a character's actions over an entire story to determine the "Want" in a summary: the character's strongest motivation over the ENTIRE text. Students worked in pairs to re-read "The Sniper" and determine the "Want" and we also reviewed interpreting theme. Homework: SWBSTF and theme with "His First Flight."
 * Monday, January 8**

During class, we went over the types of irony homework. Then, students took a formative assessment on theme, summary, and analyzing irony in "The Sniper."
 * Wednesday, December 20**

During class, we clarified the definition of irony: in order to be ironic, there is a difference between what is reasonably expected to happen and the actual outcome. Then, students worked in pairs on interpreting theme and identifying and analyzing the use of irony in "The Gift of the Magi." For homework, more practice with irony!
 * Tuesday, December 19**

First, we practiced interpreting theme in "The Fun They Had" together. Then, students worked on finishing their artistic responses. Lastly, they took notes & began practicing identifying types of irony.
 * Monday, December 18 **
 * [|Notes on Types of Irony & Practice (in Reading Section of ELA ntbk)]

After Wordly Wise test, students continued working on artistic responses:
 * Friday, December 15 **
 * 1) Draft paragraph (use structure breakdown!)
 * 2) Color-code paragraph (to make sure you have EVERYTHING!)
 * 3) Copy & paste a copy of the paragraph on the bottom half of the page
 * 4) Make sure this paragraph follows the given formatting directions
 * 5) Cut out black & white paragraph
 * 6) Glue onto pre-cut black paper
 * 7) Make sure picture has a white border
 * 8) Select color background
 * 9) Neatly cut out picture with background (use straight edge so lines are straight!)
 * 10) Paper clip paragraph & picture together & put on the blue bookshelf
 * 11) Staple the color-coded paragraph to the outline structure & turn into basket (for Mrs. Pattee to grade)
 * 12) Start on HW: Guided notes for theme w/[|video]

During class, we reviewed selecting the most relevant information to include in a summary with "The Gift of the Magi". Then, students continued working on the artistic response paragraph to explain their modern-day mockingbirds.
 * Thursday, December 14 **

First, students shared and defended their opinions on whether or not they'd prefer to have an educational experience like their own or that of the characters in "The Fun They ad." Then, they took guided notes (below) on a summarizing structure before doing a sample summary with "The Fun They Had" as a class. For homework, read & SWBSTF of "The Gift of the Magi."
 * Wednesday, December 13 **

During class, we reviewed interpreting and punctuating appositives. Then, students were introduced to the "artistic statement" requirements and structure for the modern-day mockingbird project and worked on writing this piece.
 * Tuesday, December 12**


 * Monday, December 11**


 * 1) Finish picture on Gimp
 * 2) Print out (control P)
 * 3) Glue appositive guided notes in grammar section
 * 4) Watch & take guided notes on v[|ideo]
 * 5) No Red Ink: appositives (all 4 sections due tomorrow)
 * HW: WW 3E or 15 sentences w/context clues due Wednesday

Bell work: During class, Ms. Pomranky showed us h[|ow to use Gimp to create the modern-day mockingbird posters!] 8th graders worked on this project and will continue on Monday.
 * Friday, December 8**
 * [|Wordly Wise Lesson 3]

During class, we discussed the use of color to evoke emotions and convey meaning by focusing on Fairey's artwork. Then, students selected colors to convey meaning and evoke emotion about their real-life mockingbird and we began using Gimp to make our posters.
 * Thursday, December 7**

Bell work: During class, we focused on analyzing artwork. Students wached part of an interview by street artist Shephard Fairey to learn more about his philosophy of art & street art.
 * Wednesday, December 6**
 * [|Analysis of Artwork] (Choice: File --> Make a copy & answer directly on computer or answer questions in ELA ntbk)

During class, students started on their final (maybe a little belated) project with //To Kill a Mockingbird:// identifying and researching a real-life mockingbird from present day or history. Students discussed using credible sources to confirm that a figure can be classified as a mockingbird.
 * Tuesday, December 5**
 * [|TKaM Project]

Debrief on HSPT. Then, we reviewed using context clues to determine the meaning of unknown words in context and students read an article about //To Kill a Mockingbird// to determine word meanings. Then, we began discussing perspectives regarding why schools might ban the novel.
 * Monday, December 4**

HSPT BINGO and relax for the test!
 * Thursday, November 30**

Full HSPT.
 * Wednesday, November 29**

During class, we reviewed strategies for the Reading section and then 8th graders took another section. Then, we also went over some writing tips/tricks along with a rubric. Students should self-check the reading section, create flashcards, and then brainstorm ideas for 4 of the 6 prompts.
 * Tuesday, November 28**

During class, we went over the types of questions on the Reading section of the HSPT. Students then took a practice Reading section for the HSPT and their homework is to 1) self-check answers and 2) make flashcards for any unknown vocabulary on this section OR last Tuesday's Verbal section.
 * Monday, November 27**

During class, we went over how to sign up for the Story Corps Thanksgiving project. Then, students took a practice verbal section of HSPT.
 * Tuesday, November 21**
 * [[file:answerkey.zip]]
 * Monday, November 20**

We went over logic questions & using diagrams to visualize the information in the first two statements. Then, student took a practice verbal HSPT.
 * Friday, November 17**

We went over verbal classification questions on the verbal section of the HSPT and students practiced generating this type of question and answering practice verbal questions.
 * Thursday, November 16**

Students took summative assessments with Lang 8.1 (grammar/pronouns) & RL 8.7: compare/contrast film to text & evaluate director's choices.
 * Wednesday, November 15**

Students examined and annotated a model response for RL 8.7 (below). Then, they compared with their own most recent response with RL 8.7 which will be re-assessed tomorrow. 8th graders continued watching //TKaM//.
 * Tuesday, November 14**

Students received essays & reading assessments back--to be signed by Wednesday. Continued watching //TKaM// for last assessment with compare/contrast & evaluate text to film.
 * Monday, November 13**

Began watching //TKaM// for last assessment with compare/contrast & evaluate text to film.
 * Friday, November 10**

Reading lit. summative--8th graders, you've worked SO hard this trimester! I'm so proud of you!
 * Thursday, November 9**

During class, students worked in pairs or with teachers on a study guide for the Reading Lit. summative tomorrow.
 * Wednesday, November 8**

We began class by going over the practice bridge sentences for yesterday's analogy homework. Then, students took lesson 2 WW test and continued working on their essays or the homework: page one of the lit. study guide.
 * Tuesday, November 7**

Practice with creating bridge sentences for analogies for practice for both Lesson 2 WW test and HSPT. Then, students worked on completing their essays.
 * Monday, November 6**

Key's class had ELA and continued working on essay; Petersen's class did not have ELA due to Rocket Run.
 * Friday, November 3**

During class, we evaluated a sample conclusion paragraph and practiced revising to use 3rd person pronouns to establish an "academic voice" (examples below). Students continued working on their essays!
 * Thursday, November 2**




 * Wednesday, November 1**
 * 1) Finish drafting your body paragraphs
 * 2) Draft your intro paragraph
 * 3) Watch & guided notes on [|conclusion paragraphs] (we'll look at an example tomorrow)
 * 4) Draft your conclusion paragraph
 * 5) Watch & complete back side of guided notes with [|3rd person pronouns video]
 * 6) Revise your essay to use 3rd person pronouns

During class, we evaluated and revised a sample introductory paragraph to make sure the intro a) includes all parts and b) smoothly moves from hook --> background --> thesis. Students continued drafting and conferenced with Mrs. P.
 * Tuesday, October 31**

During class, we went over using 2 part commentary to both analyze the evidence & bring closure to the ideas in a body paragraph. Students worked on drafting their body paragraphs and conferenced with teachers.
 * Monday, October 30**

During class, students self-checked their WW homework and completed a conference feedback form. Then, after a short mini lesson on how to format and cite explicit evidence, students continued drafting the body paragraphs of their summative essays.
 * Friday, October 27**
 * [|Answer Key WW 2 A-C]
 * [|Conference feedback form (Key's HR)]
 * [|Conference feedback form (Petersen's HR)]

During class, we reviewed lead-ins and commentary (notes below). Students were provided specific questions and sentence stems for lead-ins and commentary for their prompt & worked in prompt-specific groups to review these tools. Students then spent time drafting their body paragraphs.
 * Thursday, October 26**

During class, we broke into two groups to work on evaluating the evidence for each prompt. Teachers went over asking evaluating questions: Students used this to self-evaluate their own evidence. Students also conferenced with teachers about thesis statements and then began setting up the organization of their paragraphs.
 * Wednesday, October 25**
 * Prompt 1 (coming of age): Does this evidence show the child realizing a complex/complicated lesson about life?
 * Prompt 2 (title & theme): Does this evidence show that the mockingbird is being punished, mistreated, abused?

During class, students worked on a short activity with their thesis statement homework to reinforce using key words & determining the organization of body paragraphs from this key sentence. Then, we went over the options for essay prompts & students began working on planning ideas and supporting evidence for their summative essay about //TKaM.//
 * Tuesday, October 24**

First, we reviewed "coming of age" responses from last Thursday's check in with the goal of stating the specific realization the children come to in //TKaM.// Then, students went over comp. questions for 28-31 in small groups and we clarified a few pieces before watching the ending of the story. Finally, we reviewed steps to generate thesis statements and worked through creating a sample thesis together (below).
 * Monday, October 23**

Read chapter 28 in table groups--finishing //TKaM// this weekend!
 * Friday, October 20**

During class, we analyzed the title of the novel and discussed which characters might be considered mockingbirds in this story. We also went over comp. questions for 25 & 26. Students received a formative assessment back and we went over selecting the strongest evidence to support inferences. Lastly, students worked in partners to practice selecting the strongest evidence & connecting the characters in the story to the concept of coming of age.
 * Thursday, October 19**

First, students went over comp. questions for chapter 24. We clarified a few questions and also discussed the details of Tom Robinson's death and its connections to current events today. Then, we took notes on the Coming of Age genre (below). We analyzed a novel from last year, //MT, 1955,// in order to make meaning about how Hiram Hillburn comes of age in this text (below).
 * Wednesday, October 18**

Students turned in their revised paragraphs. Then, they worked on a formative assessment with RL 8.1, RL 8.3, and RL 8.4. For homework, they are working on grammar work with NRI (due Friday) and reading chapter 24.
 * Tuesday, October 17**

First, we went over comp. questions for chapters 21-23. Then, students worked on evaluating sample topic sentences, so what's, evidence, commentary, and citation formats based on student work examples and compared their ratings with those of a teacher. They receieved their paragraphs and feedback back and used these pieces to make revisions to their paragraphs (tomorrow's homework).
 * Monday, October 16**

Agenda:
 * Friday, October 13**
 * 1) 2 minutes to review
 * 2) Go over chapter 20 comp. questions
 * 3) Greek/Latin root summative
 * 4) OYO: Read ch. 21, 22, & 23 (green sheet) + comp. questions; HW = unfinished reading & comp. questions

First, we went over comp. questions for chapter 19. Then, we went over a formative assessment with RL 8.9 in order to establish expectations for analyzing and explaining how characters demonstrate the Golden Rule in a text. Last, students watched Tom Robinson's testimony & worked in pairs to practice connecting a character's actions with the Golden Rule (model response below).
 * Thursday, October 12**

Students took a quick check-in with analyzing characters' words and actions to interpret characters' motivation. Then, we went over comprehension questions and worked on evaluating the strongest evidence from the text to support inferences. Students then read the first few pages of chapter 19 to evaluate the strongest evidence to suppport inference that Tom Robinson is a considerate/selfless person.
 * Wednesday, October 11**

During class, we went over comp. questions for chapters 16 & 17. Students once more examined their feedback on the formative assessment with judging a director's choices before watching and completing another formative assessment to evaluate a scene that Robert Mulligan, director of //TKaM//, added to the film version of the text.
 * Tuesday, October 10**

During class, students took the Greek/Latin root summative. Then, we went over comp. questions for chapter 15 along with a formative on comparing/contrasting a film to a text and evaluating director's choices.
 * Friday, October 6**

First, we went over comp. questions for chapters 13 & 14. Then, we broke into small groups to read my favorite chapter--chapter 15! There are quite a few speakers so make sure you're using those strategies to track a speaker!
 * Thursday, October 5**

In-class literary analysis writing piece to describe Atticus as a parent. Students typed or wrote their responses using their planning from last night--really proud of your hard work and focus, 8th graders!
 * Wednesday, October 4**

During class, students finished up their Who's Who Character Analysis projects with //TKaM//. Then, we went over the structure of a paragraph & students worked in pairs to organize & classify the parts of a deconstructed literary analysis paragraph. They will be doing an in-class writing piece tomorrow with tonight's homework: planning for this piece.
 * Tuesday, October 3**

During class, students signed up for No Red Ink & have a pre-assessment due Wednesday. They also received this week's Greek & Latin root vocabulary words. Finally, they worked in their groups on finishing the Who's Who Character Analysis project.
 * Monday, October 2**

First, students worked on evaluating evidence and adjectives for their projects. Our goal is to practice making and supporting relevant, deep inferences about character traits based on their STEAL details.
 * Friday, September 28**

We went over comprehension questions for chapter 11. Then, students broke into groups to work on analyzing characters' STEAL details to interpret characters' personality traits as well as classify commonalities about characters based on external traits. For homework, students should complete 3 characters' analysis on their group's Google doc. Also, students are reading an informational text & practicing with defining words in context as well as analyzing a short poem about the Scottsboro Case.
 * Wednesday, September 27**

We went over comprehension questions for chapter 10. Then, students re-read the scene in chapter 10 in which Atticus shoots Tim Johnson, a mad (rabid) dog. We watched this scene in the film to compare/contrast and evaluate the director's choice to keep this scene in the movie. For homework, chapter 11 & comp. questions--Mrs. Dubose is a salty lady!
 * Tuesday, September 26**

First, we went over comp. questions for chapter 9. Then, we analyzed several quotes related to the Golden Rule to identify similarities and differences (below). Last, we applied our understanding of this philosophy by analyzing characters' behavior to see if they "live out" the Golden Rule. Students completed a Socrative to demonstrate their understanding of if/how Jem lives out the Golden Rule in chapter 3 of //TKaM//.
 * Monday, September 25**
 * [|Golden Rule Museum Walk]

During class, we went over the context clue practice from yesterday's classwork. Then, students took Lesson 1 WW test and worked on homework: chapter 9 and comp. questions.
 * Friday, September 22**

We checked comprehension questions for chapter 8, had a discussion about word choice in //TKaM// and why the author might use racially charged language, and students voted on keeping or altering the text. Then, we went over Tuesday's context clue quiz and broke into pairs and groups to continue practicing using context clues to determine the meaning of unknown words.
 * Thursday, September 21**

During class, students self-checked their Wordly Wise homework. Then, we went over comprehension questions for chapter 7. Next, students met in pairs to work on evaluating and selecting the strongest evidence to support an analysis of Jem as considerate and thoughtful of others.
 * Wednesday, September 20**
 * [|Answer Key for WW D & E]

First, we went over comprehension questions for chapter 6. Next, students took a formative quiz on context clues in chapter 2 of //TKaM//. Then, we reviewed the difference between character traits and emotions before splitting into small groups to practice interpreting STEAL details to determine character traits.
 * Tuesday, September 19**

During class, we went over comprehension questions for chapter 5 and evaluated two responses with evaluating director's choices. Then, we reviewed context clue strategies (below) and students worked in pairs to identify the type of context clue provided along with the part of speech and definition. For homework, chapter 6 of //TKaM// & comp. questions.
 * Monday, September 18**

During class, students self-checked their Wordly Wise work. Then, we went over comp. questions for chapter 4 and students completed their partner work with evaluating director's choices. After that, we examined the "dialect" side of the //TKaM// bookmarks to define and "translate" some examples of dialect found in the dialogue of our characters. Our goal in reading is to also examine dialect to make meaning about characters based on their word choice & how they speak.
 * F****riday, September 15**
 * [|Answer Key to Wordly Wise A, B, & C]

First, we went over comprehension questions for chapter 3. Then, we viewed "Scout's First Day of School" to compare & contrast the film against the text. We then zeroed in on one specific similar incident: Walter eating supper at the Finch house to evaluate the director's choice to keep this scene by asking: How does this scene help the audience make meaning about characters & setting?
 * Thursday, September 14**

During class, we went over comprehension questions for chapter 2 and reviewed students' analysis of Miss Caroline to discuss how a character can be described in many ways, depending on which STEAL details readers examine. Then, we broke into small groups and working on examining and interpreting STEAL details to make meaning about characters in chapter 3.
 * Wednesday, September 13**

We went over comp. questions for chapter 1 and clarified that Boo Radley = same person as Arthur Radley, neighbors to the Finches. Then, we broke into small groups to practice identifying and examining STEAL details to make meaning about Scout's new teacher, Miss Caroline, in chapter 2.
 * Tuesday, September 12**

Students received Wordly Wise schedule and choices for assignments. Due Friday: pick two out of A (full sentences), B, and/or C. Then, students applied our "tracking the speaker" strategies to annotate a conversation between three characters in //TKaM//. Finally, we worked on identifying STEAL details in a text and interpreting these details to make meaning (analyze) characters.
 * Monday, September 11**

First, we reviewed comprehension questions from last night's short reading. Then, students took the pend Greek/Latin root assessment and started working on the weekend's short reading.
 * Friday, September 8**

During class, students made observations and predictions about TKaM based on the novel cover we will use in class. Then, they read the first 3 paragraphs in small groups to determine the point of view. Finally, we read most of the first 6 pages together while pausing and stopping for comprehension checks.
 * Thursday, September 7**

First, we went over options for Greek/Latin root vocabulary homework. Students worked in pairs to examine three different covers of //To Kill a Mockingbird// and make specific, deep predictions about plot, characters, and conflict based on colors, text, and pictures. For homework, log in to postit and watch + take notes on the characterization video (in Reading section).
 * Wednesday, September 6**
 * [|Predictions of TKaM based on covers]

We continued exploring primary sources to answer our essential question. Students finished summarizing Jim Crow Laws in partners. Then, we discussed how these laws would affect day-to-day lives as well as people's perspectives about race. To wrap up this unit, students are creating a colorful visual (backed up by evidence!) to express their understanding of life in America during the 1930s.
 * Tuesday, September 5**

Students created word clouds in small groups to demonstrate their understanding and analysis of the photos from the Great Depression. Then, they worked in pairs to summarize Jim Crow laws and determine how these laws might impact perspectives.
 * Friday, September 1**
 * [|Word Cloud]
 * J[|im Crow Laws]

Grammar practice for bell work. Then, we analyzed the imagery, word choice, and punctuation of "Brother, Can You Spare a Dime" in order to draw conclusions about the 1930s, the setting of our first novel, //To Kill a Mockingbird.//
 * Thursday, August 31**

Baseline persuasive essay during class. Students worked really hard during the 32-minute on-demand essay!
 * Wednesday, August 30**

Students received books and materials for ELA. Then, we worked on breaking down prompts and brainstorming ideas for tomorrow's on-demand writing pre-assessment (remember, not for a grade, just a communication tool!).
 * Tuesday, August 29**