January 2-6

Monday

No School---Happy New Year!

Tuesday

In class:  After taking notes on conflict and plot using graphic organizers, students will read "The Elevator" short story and correctly answer 11 Close Read questions relating to these literary terms.

HW:  Identifying Conflicts worksheet

Wednesday

In class:  After reviewing types of conflict and the elements of plot, students will write a brief scene of falling action and resolution for the short story "The Elevator".

HW:  Complete "The Elevator" extension writing piece started in class today if necessary

Thursday

In class:  After generating questions related to 5 quotes said by Poe, students will discuss and define the elements of Gothic Literature and identify at least 3 of these elements the short animation film "Vincent".

HW:  Read independent reading book for at least 30 minutes

Friday

In class:  After reviewing student-generated questions related to 5 quotes said by Poe, students will read a brief biography on Poe and watch a mini-bio video in order to begin to answer some of their questions.

HW:  Read independent reading book for at least 30 minutes

December 19-23

Monday

In class:  After completing a second draft of the magazine article that includes text features, students will use a 13 point peer revision checklist and begin to make changes and improvements to the draft.

HW:  Read for 30 minutes!


Tuesday

In class:  After completing a 13 point peer revision checklist, students will make changes and improvements to their own draft of the magazine article.  The final draft should be printed by the end of today's class period.

HW:  Read for 30 minutes!


Wednesday

In class:  After completing the final draft of the magazine article, students will use a 3 point rubric to design a magazine cover using Lucidpress that is reflective of their article's topic and the theme of the magazine.

HW:  Finish designing your magazine cover using Lucidpress and turn it in on Google Classroom.


Thursday

In class:  After completing a magazine cover using Lucidpress, students will view all covers on a slideshow and vote for the cover that will best reflect the magazine's theme in which their article will be featured.

HW:  Read for 30 minutes!


Friday

Grade 8 Movie

December 12-16

Monday

In class:  After taking research notes on each of their research questions / categories on graphic organizers, students will use these notes to write a rough draft of their magazine article.

HW:  Read for 30 minutes


Tuesday

In class:  After taking research notes on each of their research questions / categories on graphic organizers, students will use these notes to complete the rough draft of their magazine article.


HW:  Complete the rough draft of your magazine article if necessary


Wednesday

In class:  After completing the rough draft of the magazine article, students will begin to incorporate various text features into their article (images, graphs, charts, sidebars, bolded words, etc.) to create visual appeal and aid in their readers' understanding of the article's content.


HW:  Continue to incorporate text features into the rough draft of your magazine article if necessary (Remember to document your sources for all images, etc.)  This is due at the end of class tomorrow!


Thursday

In class:  After completing the rough draft of the magazine article, students will finish incorporating various text features into their article (images, graphs, charts, sidebars, bolded words, etc.) to create visual appeal and aid in their readers' understanding of the article's content.

HW: Bring color printout of completed rough draft with all text features added to class tomorrow!


Friday

In class:  After completing the rough draft of the magazine article, students will revise their work with one peer and the teacher using a revision checklist.

HW:  Read for 30 minutes

December 5-9

Monday

In class:  After creating an MLA formatted Works Cited / Bibliography page using Noodle Tools, students will read these sources and take notes by paraphrasing or summarizing information on a graphic organizer for each of their 4 research questions.

HW:  Read independently for 30 min.


Tuesday

In class:  After creating an MLA formatted Works Cited / Bibliography page using Noodle Tools, students will read these sources and take notes by paraphrasing or summarizing on a graphic organizer for each of their 4 research questions.

HW:  Read independently for 30 min.


Wednesday

In class:  After creating an MLA formatted Works Cited / Bibliography page using Noodle Tools, students will read these sources and take notes by paraphrasing or summarizing on a graphic organizer for each of their 4 research questions.   (All research and note-taking should be completed by the end of today's class period.)

HW:  Finish research and note-taking for magazine article project if necessary, Read independently for 30 min.


Thursday

In class:  Before using their research notes to write a magazine article on their chosen topic, students will read and analyze a sample magazine article with a focus on organizational structure and text features.

HW:  Read independently for 30 min.


Friday

In class:  After analyzing a sample magazine article with a focus on organizational structure and text features, students will begin drafting their own magazine article using their research notes.

HW:  Read independently for 30 min.

November 28 - December 2

Monday

In class:  After reviewing the WAG (Writing Assignment Guide) for the magazine article research project, students will use graphic organizers to set a research goal and conduct "presearch" (initial reading to learn more about their topic) on their chosen topic.

HW:  Finish "Setting Research Goals" sheet if necessary,  read independently for 30 min.


Tuesday

In class:  Students will continue the research process by completing their "presearch" in order to narrow the focus of their topic and then write at least 4 good research questions for this topic.

HW:  Finish writing Research Questions if necessary,  read independently for 30 min.


Wednesday

In class:  After reviewing the difference between summarizing and paraphrasing, students will practice each skill in small groups in preparation for taking notes on their independent research for the magazine article project.

HW:  Read independently for 30 min.


Thursday

In class:  After reviewing how to use Noodle Tools, students will view a video on plagiarism before starting their own independent research and taking notes on a chosen template.

HW:  Read independently for 30 min.


Friday

In class:  Students will continue to conduct their independent research for the magazine article project using at least 3 different sources and record source information and notes on a chosen template.

HW:  Read independently for 30 min.

November 21-25

Monday

In class:  After reviewing how to evaluate a nonfiction source for reliability and accuracy, students will work in small groups at 3 stations to find specific information in 3 different nonfiction sources that will help them evaluate each source.

HW:  Select your research topic for your magazine article and be ready to begin the initial steps of the research process using this topic on Monday!


Tuesday

In class:  After reading about how to evaluate websites and newspapers / periodicals for reliability and accuracy, students will correctly answer 6 close reading questions.

HW:  Select your research topic for your magazine article and be ready to begin the initial steps of the research process using this topic on Monday!


Wednesday - Friday

Happy Thanksgiving!

November 14-18

Monday

In class:  Start of the Research Unit (Unit 10 in text book):  How can research help me?  What are the steps in the research process?  Students will sort the 5 initial steps of the research process in the correct order and accurately summarize each step on a "sequence chain" graphic organizer. (text book pgs.  1060-1062)

HW:  Read for at least 30 minutes!  Take out all sticky notes from your Night book and return it in class tomorrow.


Tuesday

In class:  After reading about conducting internet research, students will apply 3 tips from the reading related to selecting search engines and using specific keywords & search limiters in an online activity / experiment.  They will record their findings / results on a graphic organizer.  (text book pg. 1063)

HW:  Read for at least 30 minutes!


Wednesday

In class:  After reading about how to evaluate search engine results and how to best explore websites, students will correctly answer 7 close reading questions.  (text book pgs. 1064-1065)

HW:  Read for at least 30 minutes!


Thursday

In class:  After reading about using library resources and understanding the library catalog, students will correctly answer 3 close reading questions.  They will also explore both the school's and the public library's online catalogs.  (text book pgs. 1066-1067)

HW:  Read for at least 30 minutes!


Friday

In class:  After reading about choosing nonfiction sources, nonfiction books, and how to evaluate nonfiction books, students will correctly answer 6 close reading questions.  (text book pgs.  1068-1069 & 1073)

HW:  Read for at least 30 minutes!

October 31-November 4

Monday

In class:  Students will design an original book jacket for the novel, Night, which reflects their understanding of symbolism, theme, plot, and author's purpose.

HW:  Night Book Jacket project due Wednesday


Tuesday

No School--Parent / Teacher Conferences


Wednesday

In class:  Students will watch the film, The Book Thief, and take notes that will help them answer the following essential questions of the Holocaust unit:  How do we respond to tragedy?  What choices do good people make?

HW:  Independent reading for 30 min.


Thursday

In class:  Students will finish watching the film, The Book Thief, and taking notes that will help them answer the following essential questions of the Holocaust unit:  How do we respond to tragedy?  What choices do good people make?

HW:  Independent reading for 30 min.


Friday

In class:  After watching the film, The Book Thief, students will use their movie notes and knowledge of the book, Night, to help them write a 1-2 paragraph response to each of the following essential questions:  How do we respond to tragedy?  What choices do good people make?

HW:  Independent reading for 30 min.

October 24-28

Monday

In class:  After completing a close reading & discussion of section 7 of Night, students will review vocabulary for section 8 and complete concept maps for 3 of these words (defiance, enveloped, vitality) before doing a close reading of this section.

HW:  Night test 2 (covering the second half of the book pgs. 47-115) will be this Friday, read your independent reading book for at least 30 minutes tonight


Tuesday

In class:  After completing a close reading of section 8 of Night, students will participate in a small group discussion about this section using their sticky notes with a focus on theme and symbol.

HW:  Night test 2 (covering the second half of the book pgs. 47-115) will be this Friday, read your independent reading book for at least 30 minutes tonight


Wednesday

In class:  After reading Night, students will watch an interview with the author (Elie Wiesel), which takes place in Auschwitz, and take 5-10 note facts on their impressions of the author and the setting as well as any new facts learned.

HW:  Night test 2 (covering the second half of the book pgs. 47-115) will be this Friday, read your independent reading book for at least 30 minutes tonight


Thursday

In class:  After reviewing the requirements for the Night Book Jacket final project, students will begin planning each portion of the project by using a graphic organizer with a focus on theme and symbol.

HW:  Night test 2 (covering the second half of the book pgs. 47-115) is tomorrow, your completed planning graphic organizer for the Night Book Jacket final project is due tomorrow, the completed Book Jacket project is due Wed. 11/2 (Monday will be the last day you will have in class to work on this project), read your independent reading book for at least 30 minutes tonight


Friday

In class:  After completing an assessment covering the close reading and vocabulary for the second half (pgs. 47-115) of Night, students will continue to work on the Night Book Jacket final project using their completed planning graphic organizers as a guide.

HW:  Completed Night Book Jacket final project is due on Wed. 11/2 (Monday will be the last day you will have in class to work on this project), read your independent reading book for at least 30 minutes this weekend

October 17-21

Monday

In class:  (Greek & Latin Roots QUIZ #2)  After reviewing 3 symbols that appear in Night, students will work in small groups to analyze 2 significant quotes in order to determine what each symbol represents.  They will sort and categorize these representations using a graphic organizer for each quotation and discuss their work with one other group.

HW:  Independent reading for 30 minutes


Tuesday

In class:  After reviewing vocabulary for section 5 of Night (pgs. 47-65), students will do a close reading of this section with a focus on theme topics and symbolism.  After reading, students will utilize their close reading notes to have a small group discussion.

HW:  Night vocabulary for section 6, independent reading for 30 minutes


Wednesday

In class:  After reviewing vocabulary for section 6 of Night (pgs. 66-84), students will do a close reading of this section with a focus on theme topics and symbolism.  After reading, students will utilize their close reading notes to have a small group discussion.

HW:  Night vocabulary for section 7, independent reading for 30 minutes


Thursday

In class:  After reviewing vocabulary for section 7 of Night (pgs. 85-97), students will do a close reading of this section with a focus on theme topics and symbolism.  After reading, students will utilize their close reading notes to have a small group discussion.

HW:  Independent reading for 30 minutes


Friday

In class:  Students will analyze people in Night and determine each person's "strength of character" based on his/her actions and choices made in the story so far.

HW:  Independent reading for 30 minutes

October 10-14

Monday

No School


Tuesday

In class:  After doing a close reading of section 3 of Night, students will analyze photographs with a focus on theme topics and symbols and have a discussion based on their close reading notes.

HW:  Night vocab. for sections 4/5 due tomorrow, TEST on Night reading (pgs. 3-46) and vocabulary for these pages this Friday, QUIZ #2 on Greek and Latin Roots on Monday (complete Study Guide--will be collected before the QUIZ on Monday), Keep doing your independent reading at home!

USEFUL STUDY TOOLS:

for Night vocab. portion of Friday's test:  https://quizlet.com/_2moi23

for Greek & Latin Roots quiz #2 on Monday:  https://quizlet.com/_2mp910


Wednesday

In class:  After viewing 3 survivor testimonies about life in Auschwitz and making connections to Night, students will review vocabulary and do a close reading of this section.

HW:  TEST on Night reading (pgs. 3-46) and vocabulary for these pages this Friday, QUIZ #2 on Greek and Latin Roots on Monday (complete Study Guide--will be collected before the QUIZ on Monday),  Keep doing your independent reading at home!


Thursday

In class:  After reading the first half of Night, students will work in small groups to accurately sort plot events and play a review game in preparation for assessment.

HW:  TEST on Night reading (pgs. 3-46) and vocabulary for these pages is tomorrow, QUIZ #2 on Greek and Latin Roots on Monday (complete Study Guide--will be collected before the QUIZ on Monday), Keep doing your independent reading at home!


Friday

In class:  Students will take an open book / close reading note assessment to demonstrate their understanding of plot and themes in Night.

HW:  QUIZ #2 on Greek and Latin Roots on Monday (complete Study Guide--will be collected before the QUIZ on Monday),  Keep doing your independent reading at home!

October 3-7

Monday

In class:  After taking notes on theme and symbol, students will accurately answer 11 close reading questions to practice identifying these elements and discuss the themes and symbols they will track and analyze when doing a close reading of Night.

HW:  Section 1 vocabulary for Night (identify any prefixes, roots, suffixes that you may notice in these words to do a "breakdown" of the word), Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for this Friday's QUIZ, continue your independent reading at home


Tuesday

In class:  After reviewing vocabulary for section 1 of Night, students will utilize a close reading key to take notes on theme, symbolism, unfamiliar vocabulary, and questions they have while reading this first section.

HW:  Section 2 vocabulary for Night (identify any prefixes, roots, suffixes that you may notice in these words to do a "breakdown" of the word), Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for this Friday's QUIZ, continue your independent reading at home


Wednesday

In class:  After discussing close reading notes for section 1 of Night and reviewing vocabulary for section 2, students will view a brief video about ghettos and record at least 5 note facts about the purpose and conditions of the ghettos before doing a close reading of section 2 of Night.

HW:  Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for this Friday's QUIZ, continue your independent reading at home


Thursday

In class:  After discussing close reading notes for section 2 of Night and discussing how the Nazis "closed the trap" on Elie and his family, students will define vocabulary words for section 3 and begin a close reading of this section.

HW:  Night vocab. for section 3, Study "Key Terms to Know for the Holocaust" and other notes re: to the background / history of the Holocaust for tomorrow's QUIZ, continue your independent reading at home


Friday

In class:  After completing an assessment on the background and key terms of the Holocaust, students will finish a close reading of section 3 of Night.

HW:  Finish close reading of section 3 of Night if not completed during class today, continue your independent reading at home this weekend

September 26-30

Monday

In class:  After completing a 10 question anticipation guide for the Holocaust unit, students will complete cloze notes and concept map vocabulary exercises to familiarize themselves with the key terms of the Holocaust unit and build the background knowledge necessary for reading Night.

HW:  Final draft of the personal narrative is due tomorrow on Google Classroom along with the completed Revision Checklist evidence made on the hardcopy of your rough draft, QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare!  (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night


Tuesday

In class:  After viewing a brief video on the history of antisemitism , students will accurately respond to 9 questions regarding a map and 3 testimonials about life in Europe before Hitler came to power.

HW:  QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare!  (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night


Wednesday

In class:  Before reading Night, students will familiarize themselves with the historical background necessary to understand the larger context of the novel by completing a cloze note timeline spanning 1933-1942.

HW:  QUIZ on the first set of Greek and Latin roots will be on Monday 10/3--complete the study guide to help you prepare!  (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night

Thursday

In class:  After completing a cloze note timeline of the Holocaust, students will continue to prepare for reading Night by defining, taking notes, and answering 6 close reading questions on theme and symbol.

HW:  QUIZ on the first set of Greek and Latin roots will be on Monday--complete the study guide to help you prepare!  (The study guide will also be collected on the day of the quiz!), continue reading anything of your choice for about 30 min. each night

Friday

No School--Teacher Workshop Day

September 19-23

Monday

In class:  After completing the rough draft of their personal narrative, students will utilize a 15 point revision checklist to begin to make improvements to their work.  They will share their rough draft with an assigned partner in order to give and receive at least 6 useful digital comments on Google Drive for additional feedback this week.

HW:  Revise your own personal narrative using the 15 point revision checklist, read your assigned partner's essay that was shared with you on Google Drive and give him/her at least 6 valuable digital feedback comments by this Thursday  (Final Draft of personal narrative will now be due on Tuesday 9/27 on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist will also be collected on this day), Read for 30 min.


Tuesday

In class:  Students will participate in a role play activity called "Mission to the Moon" and will reflect on the purpose of the activity in writing.

HW:  Written reflection on the "Mission to the Moon" activity on Google Classroom due tomorrow, continue to revise your personal narrative using the 15 point revision checklist and the peer feedback comments you received on Google Drive (Final Draft of personal narrative due Thursday on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist and the 2 prewriting / planning graphic organizers will be collected on Thursday), Read for 30 min.


Wednesday

In class:  Students will view 5 different photographs in pairs and record their observations on a graphic organizer;  they will synthesize their observation notes to write an appropriate caption for each photo.  They will participate in a discussion about the subjects, settings, and context of the photographs at the end.

HW:  Finish revising and editing your personal narrative using the 15 point revision checklist and the peer feedback comments you received on Google Drive (Final Draft of personal narrative due TOMORROW on Google Classroom-- the hardcopy of your RD with evidence that you used the Revision Checklist and the 2 prewriting / planning graphic organizers will be collected TOMORROW), Read for 30 min.

Thursday

In class:  After reflecting on step #1 of the Photo Project, students will conduct their own research on ushmm.org to find a photo taken in Europe prior to 1933 (the start of the Holocaust) to match to one of their own photos from home (step #2).

HW:  Bring in photo from ushmm.org with all necessary citation information and your own photo match from home--all of these pieces need to be brought to class tomorrow in order to move on to step #3, Read for 30 min.


Friday

In class:  After researching pre-Holocaust photos depicting "normal life" for Jews and finding a match for a selected personal photo, students will demonstrate the parallels between the two photos and write a reflection on the project's purpose.

HW:  Complete Photo Project posting if necessary and bring your poster to class on Monday, Read for 30 min.

September 12-16

Monday

In class:  NWEA Reading Testing

HW:  Read for 30 min.


Tuesday

In class:  NWEA Reading Testing

HW:  Read for 30 min.


Wednesday

In class:  NWEA Reading Testing Make-Ups (if necessary), After completing 2 prewriting graphic organizers for a personal narrative, students will begin planning the organization of their essay using a different graphic organizer.

HW:  Read for 30 min.


Thursday

In class:  After reviewing the rubric for the personal narrative, students will use their prewriting and planning graphic organizers to begin drafting a 3-5 paragraph essay.

HW:  Read for 30 min.


Friday

In class:  After completing the rough draft of their personal narrative, students will utilize a 15 point revision checklist to make improvements to their writing.

HW:  Complete the rough draft of your personal narrative on Google Drive & bring a printed copy to class on Monday (double-spaced, 12 point font), read for 30 min.

September 5-9

Monday

NO SCHOOL--Labor Day

Tuesday

In class:  Writing Prompt #1:  What is the best book you have read so far?  What makes it so good?  Explain.  After completing a THINK-PAIR-SHARE pre-reading activity where students respond to the idea of a world where reading & writing do not exist, students will read and discuss the short story, “The Last Book in the Universe.”

HW: Read for at least 30 minutes, "Getting to Know You" Google Classroom assignment is due tonight, Writing Guide Scavenger Hunt questions are due this Friday

Wednesday

In class: After completing a guided reading of the short story, “The Last Book in the Universe,” students will work collaboratively to complete a post reading activity in which they will construct a response to  1 of 4 given questions. Responses to these questions will be shared by each group and discussed as a class.

HW: Read for at least 30 minutes, Writing Guide Scavenger Hunt questions are due this Friday

Thursday

In class: Writing Prompt #2: Write a list of the top 20 things you like about yourself. After reviewing the three components to essay construction (Introduction, Body & Conclusion) in the Writing Guide, students will read and analyze a brief personal narrative example in preparation for planning an essay of their own.

HW: Read for at least 30 minutes, Writing Guide Scavenger Hunt questions are due tomorrow

Friday

In class: Review responses to Writing Scavenger Hunt questions, After brainstorming topic ideas and completing various graphic organizers for writing a personal narrative, students will begin drafting the essay.

HW: Read for a least 30 minutes this weekend!

Welcome Back! September 1-2

Thursday

In class:  Introductions and class overview,  What are life's big questions and how does literature help us to address them?  Students will explore how literature helps connect life's "Big Questions" to their own life experiences.  Each class will collaboratively brainstorm and formulate their own "Big Question" to make reading connections to throughout the year.

HW:  Join Google Classroom using the instructions and specific class code you were given in class today and complete the "Getting to Know You" assignment (submit this assignment by Tues. 9/6), have an independent reading book with you in class on Tues. 9/6 and all other class supplies by this date


Friday

In class:  Students will complete a Writing Guide Scavenger Hunt to become familiar with this resource.

HW:  Join Google Classroom using the instructions and specific class code you were given in class today and complete the "Getting to Know You" assignment (submit this assignment by Tues. 9/6), have an independent reading book with you in class on Tues. 9/6 and all other class supplies by this date

June 6-10

Monday

In class:  Final QUIZ on The Secret Life of Bees (chapters 10-14), begin found poetry

HW:  None


Tuesday

In class:  Finish found poetry

HW:  None


Wednesday

Camp Mi-Te-Na


Thursday

Camp Mi-Te-Na


Friday

Camp Mi-Te-Na

May 31-June 3

Monday

No School--Memorial Day


Tuesday

In class:  (Mods 4 & 2 only)  Ch. 14 focus vocab. exercises (perpetually & skittish), Ch 14 Epigraph Prediction,  read ch. 14 (finish book), complete Character Profile Packet, writing response on themes / how the book answers the essential questions

HW:  Completed Character Profile Packet for The Secret Life of Bees is due Thursday


Wednesday

In class:  (Mods 3 & 1 only)  see plans for Tuesday

HW:  Completed Character Profile Packet for The Secret Life of Bees is due tomorrow


Thursday

In class:  (Mods 4 & 2 only)  Reading NWEA Testing

HW:  None


Friday

In class:  (Mods 3 & 1 only)  Reading NWEA Testing

HW:  None

May 23-27

Monday

In class:  Finish reading chapter 10 of The Secret Life of Bees and discuss chapter focus notes taken on symbolism related to life and death and significant quotes

HW:  Anyone who went on the FACS field trip today must take a book home to finish reading reading chapter 10 and taking notes on symbolism related to life and death and significant quotes


Tuesday

In class:  Chapter 11 Focus Vocabulary exercises (sauntered), read and discuss predictions for the ch. 11 epigraph, read chapter 11 and take notes on recurring symbolism and unfamiliar vocab.

HW:  Chapter 12 Focus Vocabulary exercises (taunted) & Epigraph Prediction for chapter 12 due tomorrow


Wednesday

In class:  Review ch. 12 Focus Vocab., share ch. 12 Epigraph Predictions, begin reading ch. 12 and taking notes

HW:  Read your independent reading book for 30 min.


Thursday

In class:  Finish reading ch. 12 and discuss chapter focus notes taken, do ch. 13 Focus Vocab. exercises (tarnished), reading and discuss predictions for the ch. 13 epigraph, begin reading ch. 13 and taking notes

HW:  Read your independent reading book for 30 min.


Friday

In class:  Finish reading ch. 13 and discuss chapter focus notes taken, mini lesson on Static and Dynamic characters, make updates to Character Profile Packets

HW:  Completed Character Profile Packet due Thursday (for Mods 1 & 2) and Friday (for Mods 3 & 4), Final TSLOB Quiz for chapters 10-14  on Monday 6/6

May 16-20

Monday

In class:  Finish reading chapter 9 of TSLOB & discuss

HW:  Print / draw photos for ALL main characters in TSLOB and bring them to class tomorrow, TSLOB QUIZ on Wednesday covering chapters 6-9 (plot, characters, symbolism, focus vocabulary)


Tuesday

In class:  Review for tomorrow's TSLOB quiz on chapters 6-9, update details in Character Profile Packet

HW:  TSLOB QUIZ tomorrow covering chapters 6-9 (plot, characters, symbolism, focus vocabulary)

Wednesday

In class:  TSLOB QUIZ, NECAP Science Testing

HW:  Chapter 10 focus vocabulary exercises (anguish & vigil) & Epigraph Prediction for Chapter 10 (both due this Friday)


Thursday

In class:  NECAP Science Testing all day

HW:  Chapter 10 focus vocabulary exercises (anguish & vigil) & Epigraph Prediction for Chapter 10 (both due TOMORROW)


Friday

In class:  Review focus vocab. and epigraph predictions for chapter 10, begin reading chapter 10

HW:  Continue to read your independent reading book!

May 9-13

Monday

In class:  Finish reading chapter 6 of TSLOB & discuss, do chapter 7 focus vocab. exercises (incessantly & consignment), begin reading chapter 7

HW:  Reading Log #13 due this Friday on Google Classroom


Tuesday

In class:  Finish reading chapter 7 of TSLOB and discuss, update details in Character Profile packet

HW:  Chapter 8 focus vocab. excercises (gawky & affliction), chapter 8 epigraph prediction, Reading Log #13 due this Friday Google Classroom


Wednesday

In class:  Review chapter 8 vocab., share chapter 8 epigraph predictions, begin reading chapter 8

HW:  Reading Log #13 due this Friday on Google Classroom


Thursday

In class:  Finish reading chapter 8 & discuss notes

HW:  Chapter 9 focus vocab. exercises (cunning & ambitious), Reading Log #13 due tomorrow on Google Classroom


Friday

In class:  Review chapter 9 vocab., begin reading chapter 9

HW:  Continue reading your independent reading book/articles, etc.

May 2-6

Monday

In class:  Focus vocabulary exercises for chapter 4 of The Secret Life of Bees (meander & corrugated), word associations sheet for additional vocabulary, chapter 4 epigraph prediction, begin reading chapter 4 with a focus on characterization and symbolism

HW:  TSLOB QUIZ on Thursday covering chapters 1-5 (plot, characters, symbolism, vocabulary), Reading Log #13 due Friday 5/13


Tuesday

In class:  Finish reading chapter 4 of TSLOB and discuss, do focus vocabulary exercises for chapter 5 (revelation, righteous, etiquette), word associations sheet for additional vocabulary, chapter 5 epigraph prediction, begin reading chapter 5 with a continued focus on characterization and symbolism

HW:  TSLOB QUIZ on Thursday covering chapters 1-5 (plot, characters, symbolism, vocabulary), Reading Log #13 due Friday 5/13


Wednesday

In class:  Finish reading chapter 5 and discuss, use reading sticky notes to update Character Profile packet

HW:  Chapter 6 focus vocabulary exercises (ingenious & solace), chapter 6 word associations sheet, and chapter 6 epigraph prediction all due tomorrow,  TSLOB QUIZ TOMORROW covering chapters 1-5 (plot, characters, symbolism, vocabulary), Reading Log #13 due Friday 5/13


Thursday

In class:  (Mods 1 & 2 only)  Kahoot!  review game for TSLOB QUIZ on chapters 1-5 (plot, characters, symbolism, and focus vocabulary), take quiz, review chapter 6 vocabulary, share and discuss epigraph predictions for chapter 6, and begin reading chapter 6

HW:  Reading Log #13 due Friday 5/13


Friday

In class:  (Mods 3 & 4 only)  see Thursday's plans

HW:  Reading Log #13 due Friday 5/13

April 18-22

Monday

In class:  Finish SBAC testing (CAT portion) if necessary, TSLOB Song Soundtrack activity for ch. 1, TSLOB character Tweet activity for end of ch. 1

HW:  Continue to read your independent reading book!  Culminating projects are due to your homeroom teacher today--be ready to present on Thursday!


Tuesday

In class:  Finish SBAC testing (Performance Task) if necessary, TSLOB Song Soundtrack activity for ch. 1, TSLOB character Tweet activity for end of ch. 1, continue adding to Character Profile packet

HW:  Be prepared to present your Culminating Project on Thursday!  Continue reading your independent reading book!


Wednesday

In class:  Check & review ch. 2 epigraph predictions, finish reading ch. 2 of TSLOB w/ a focus on characterization and symbolism

HW:  Chapter 3 vocab. for TSLOB (2 focus words:  speculating and consternation) & word associations for additional vocab.--BOTH sheets due FRIDAY
Be prepared to present your Culminating Project tomorrow!


Thursday

Culminating Project Presentation Day


Friday

In class:  Review ch. 3 vocab., read ch. 3 epigraph and discuss predictions, read ch. 3 w/ focus on characterization and symbolism

HW:  Continue to do some independent reading over vacation!

April 4-8

Monday

In class:  CNN documentary on the 1960s & the Civil Rights Movement  to build background knowledge for our continued reading of The Secret Life of Bees

HW:  Reading Log #12 due this Friday on Google Classroom


Tuesday

In class:  Practice unpacking a writing prompt and setting up a note-taking sheet to prepare for upcoming SBAC testing, work on Character Profile packets, focus vocabulary exercises for the remainder of chapter 1 (words:  oblivious & unperturbed)

HW: Bring in pictures or drawings of characters met so far in TSLOB (Lily, Rosaleen, T. Ray) to add to Character Profile packet tomorrow, Reading Log #12 due this Friday on Google Classroom


Wednesday

In class:  Glue pictures of characters into Character Profile packets, finish reading chapter 1 and discuss, reflect on symbolism connection to the chapter 1 epigraph in writing

HW:   Reading Log #12 due this Friday on Google Classroom


Thursday

In class:  Symbolism in TSLOB, focus vocabulary exercises for chapter 2 (brazen & beseeching), vocabulary preview and word associations for chapter 2, make a written prediction based on the chapter 2 epigraph, begin reading chapter 2 and taking notes on characterization and symbolism

HW:   Reading Log #12 due tomorrow on Google Classroom


Friday

In class:  Continue reading chapter 2 with a focus on characterization and symbolism

HW:  Keep reading your independent reading book!

March 28-April 1

Monday

In class:  "The Raven" dramatic recitations

HW:  Read your independent reading book--Reading Log #12 due 4/8


Tuesday

In class:  Writing response to photos of segregation in the southern US, "Introduction to the 1960s" nonfiction close reading exercise to build background knowledge for the reading of The Secret Life of Bees

HW:  Read your independent reading book--Reading Log #12 due 4/8


Wednesday

In class:  Anticipation guide for The Secret Life of Bees, chapter 1focus vocabulary exercises:  presumptuous & orneriness, preview other vocab. in the chapter, read the epigraph for chapter 1 and make a prediction, begin reading chapter 1

HW:  Read your independent reading book--Reading Log #12 due 4/8


Thursday

In class:  Begin filling out character profile sheets with details about characters we've been introduced to so far in The Secret Life of Bees, continue reading chapter 1

HW:  Read your independent reading book--Reading Log #12 due 4/8


Friday

In class:  Finish reading chapter 1 of The Secret Life of Bees and complete the focus vocabulary exercises for oblivious & unperturbed, reflect on epigraph predictions made for chapter 1 and draw connections

HW:  Read your independent reading book--Reading Log #12 due 4/8

March 21-25

Monday

In class:  Begin "The Raven"--preview vocab., listen to poem/read along, summarize stanzas 1-9 together

HW:  Read your independent reading book!  Reading Log #12 is due next Friday 4/1


Tuesday

In class:  Continue reading and summarizing "The Raven"--summarize the last 9 stanzas with a partner, then whole class review, get assigned stanza for recitation on Monday 3/28

HW:  Memorize your assigned stanza from "The Raven" for Monday's recitation, Read your independent reading book!  Reading Log #12 is due next Friday 4/1


Wednesday

In class:  Watch The Simpsons spoof of "The Raven," begin poem analysis packet after reviewing notes on poetic elements

 HW:  Memorize your assigned stanza from "The Raven" for Monday's recitation, Read your independent reading book!  Reading Log #12 is due next Friday 4/1


Thursday

In class:  Finish poem analysis packet for "The Raven" and review findings

HW:  Memorize your assigned stanza from "The Raven" for Monday's recitation, Read your independent reading book!  Reading Log #12 is due next Friday 4/1


Friday

In class:  Imagery illustration activity for your assigned stanza of "The Raven"

HW:  Memorize your assigned stanza from "The Raven" for Monday's recitation, Read your independent reading book!  Reading Log #12 is due next Friday 4/1

March 14-18

Monday

In class:  Add one example of each type of irony used in Poe's "The Cask of Amontillado" to the ISN and answer text analysis questions

HW:  Poe Short Story QUIZ on Friday, NEWSELA due Friday, Reading Log #11 due Friday---Read your independent reading book!


Tuesday

In class:  Begin Poe's "The Black Cat" (pre-reading picture prediction exercise & close reading of story using Kahoot!)

HW:  Poe Short Story QUIZ on Friday, NEWSELA due Friday, Reading Log #11 due Friday---Read your independent reading book!


Wednesday

In class:  Continue close reading of "The Black Cat" using Kahoot!

HW:  Poe Short Story QUIZ on Friday, NEWSELA due Friday, Reading Log #11 due Friday---Read your independent reading book!


Thursday

In class:  Wrap up close reading of "The Black Cat" using Kahoot!, review for tomorrow's quiz

HW:  Poe Short Story QUIZ tomorrow, NEWSELA due tomorrow, Reading Log #11 due tomorrow---Read your independent reading book!


Friday

In class:  Poe Short Story QUIZ, NEWSELA small group discussions

HW:  Read your independent reading book!

March 7-11

Monday

In class:  Pre-reading for "The Cask of Amontillado" by E.A. Poe:  ISN notes on verbal irony, situational irony, and dramatic irony, vocab. preview, begin close reading of story (highlight at least 5 examples of irony to categorize by type later)

HW:  Vocab. QUIZ on the "In Your Face" vocab. packet words is this Friday, Reading Log #11 due Fri. 3/18


Tuesday

No School--Teacher Workshops


Wednesday

In class:  Finish close reading of "The Cask of Amontillado" by E.A. Poe (highlight at least 5 examples of irony to categorize by type later)

HW:  Vocab. QUIZ on the "In Your Face" vocab. packet words is this Friday, Reading Log #11 due Fri. 3/18


Thursday

In class:  Text analysis questions based on the close reading of "The Cask of Amontillado" and discussion of the story, How does the irony used in the story act as foreshadowing?

HW:  Vocab. QUIZ on the "In Your Face" vocab. packet words is tomorrow, Reading Log #11 due Fri. 3/18


Friday

In class:  "In Your Face" vocab. QUIZ, independent reading time

HW:  Reading Log #11 due Fri. 3/18 (should be on a new book!)

February 29-March 4

Monday

In class:  Continue working on "The Tell-Tale Heart" Police Report in narrative form on Google Classroom

HW:  "In Your Face" vocabulary packet due this Friday, final draft of Police Report due this Friday on Google Classroom (submit no earlier than Wednesday night after we revise in class!), independent reading


Tuesday

In class:  Finish "The Tell-Tale Heart" Police Report in narrative form on Google Classroom

HW:  "In Your Face" vocabulary packet due this Friday, final draft of Police Report due this Friday on Google Classroom (submit no earlier than Wednesday night after we revise in class!), independent reading


Wednesday

In class:  Revise and edit "The Tell-Tale Heart" Police Reports on Google Drive with partners

HW:  "In Your Face" vocabulary packet due this Friday, final draft of Police Report due this Friday on Google Classroom--make sure to submit it on time!, independent reading


Thursday

In class:  Work on finishing "In Your Face" vocabulary packet and review answers, watch 1941 film adaptation of "The Tell-Tale Heart" and discuss differences between the film and the original story with a partner

HW:  Final draft of Police Report due tomorrow on Google Classroom--make sure to submit it on time!, independent reading


Friday

In class:  Creating Effective Presentations parent presenter, work on Culminating Project

HW:  QUIZ on "In Your Face" vocab. words next Friday,  Continue independent reading!

February 15-19

Monday

NO SCHOOL--Presidents' Day


Tuesday

In class:  Introduction to "The Tell-Tale Heart" Police Report project, choose a claim to defend in your Police Report (According to the legal definition of insanity, was the narrator sane or insane at the time of the crime and what type of punishment does he deserve as a result of your determination?), listen to the story again, begin to gather evidence to defend your chosen claim on your Police Report template

HW:  Study for Friday's QUIZ on "The Tell-Tale Heart"


Wednesday

In class:  Continue to gather and record evidence for "The Tell-Tale Heart" police report

HW:  Study for Friday's QUIZ on "The Tell-Tale Heart"


Thursday

In class:  Begin working on digital Police Report in narrative form on Google Classroom

HW:  Study for tomorrow's QUIZ on "The Tell-Tale Heart"


Friday

In class:  QUIZ on "The Tell-Tale Heart", complete digital Police Report in narrative form on Google Classroom

HW:  Keep READING your independent reading book over vacation!

February 8-12

Monday

In class:  Identifying Conflicts ISN practice activity, "Elevator" written extension activity

HW:  Vocabulary Study worksheet for "The Tell-Tale Heart" (using context clues and making story predictions) due Wednesday, Reading Log #10 due this Friday


Tuesday

NO SCHOOL--Primary Day

HW:  Vocabulary Study worksheet for "The Tell-Tale Heart" (using context clues and making story predictions) due tomorrow, Reading Log #10 due this Friday


Wednesday

In class:  Review Vocabulary Study worksheet answers and share predictions, Text Analysis Focus:  Suspense & Narrator, read/listen to "The Tell-Tale Heart" by Edgar Allan Poe and answer Close Read questions (evaluating narrator and analyzing the techniques Poe uses to create suspense in the story)

HW:  Vocabulary Practice worksheet for "The Tell-Tale Heart" due tomorrow, Reading Log #10 due this Friday


Thursday

In class:  Review Vocabulary Practice worksheet answers, finish reading/listening to "The Tell-Tale Heart" by Edgar Allan Poe and answering Close Read questions (evaluating narrator and analyzing the techniques Poe uses to create suspense in the story), plot picture sort, draw and label a plot map for "The Tell-Tale Heart" for the ISN

HW:  Reading Log #10 due tomorrow


Friday

In class:  Introduce Argument Writing Piece (Police Report), choose a position (whether the narrator of "The Tell-Tale Heart" is sane or insane and the type of punishment he should receive) and listen to the story again to begin to gather and record evidence from the story as support for a chosen claim (take notes on Police Report template)

HW:  Keep reading your chosen independent reading book!

February 1-5

Monday

In class:  (Mods 1 & 2 only due to NWEA testing)   Share and discuss answers found to questions about Poe, read & complete a written response for the poem "Alone" by E. A. Poe, Text Analysis Notes on Plot & Conflict, read "The Elevator" short story and answer 11 Close Reading Questions

HW:  Reading Log #10 due Friday 2/12


Tuesday

In class:  (Mods 3 & 4 only due to NWEA testing)  Share and discuss answers found to questions about Poe, read & complete a written response for the poem "Alone" by E. A. Poe, Text Analysis Notes on Plot & Conflict, read "The Elevator" short story and answer 11 Close Reading Questions

HW:  Reading Log #10 due Friday 2/12


Wednesday

In class:  NWEA Testing for Mods 1 & 2

HW:  Reading Log #10 due Friday 2/12


Thursday

In class:  NWEA Testing for Mods 3 & 4

HW:  Reading Log #10 due Friday 2/12


Friday

In class:  Identifying Conflicts worksheet practice, written extension activity for "The Elevator" short story

HW:  Reading Log #10 due Friday 2/12

January 25-29

Monday

In class:  Continue revising / editing research paper

HW:  Final draft of research paper due Wed. (12 pt. font, double-spaced, with title, and Work Cited page attached), Newsela article on "Flint Water Supply" due Friday, Reading Log #9 due Friday


Tuesday

In class:  Poe Quotation Stations for developing questions, notes on Gothic literature, watch "Vincent" by Tim Burton & identify, record, and discuss Gothic elements in this short animation

HW:  Final draft of research paper due tomorrow (12 pt. font, double-spaced, with title, and Work Cited page attached), Newsela article on "Flint Water Supply" due Friday, Reading Log #9 due Friday


Wednesday

In class:  Read and review student-generated questions about Poe from yesterday's "quotation stations", read an informational / biographical article about Poe to begin finding answers to these questions and record findings from the reading

HW:  Newsela article on "Flint Water Supply" due Friday, Reading Log #9 due Friday


Thursday

In class:  Finish reading the informational / biographical article about Poe to continue finding answers to these questions and record findings from the reading, begin watching A & E Biography video on Poe to continue finding and recording answers to their questions

HW:  Newsela article on "Flint Water Supply" due tomorrow, Reading Log #9 due tomorrow


Friday

In class:  Newsela "Flint Water Supply" discussions in small groups, finish watching A&E Biography video on Poe and finish recording answers to questions, discuss responses to questions

HW:  Keep doing your independent reading!

January 18-22

Monday

NO SCHOOL--MLK Jr. Day


Tuesday

In class:  Midyear Review Grudgeball Tournament

HW:  Reading Log #9 due Fri. 1/29


Wednesday

In class:  Small group revision activities and discussion with rough drafts of research paper

HW:  Reading Log #9 due Fri. 1/29


Thursday

In class:  Writing Workshop:  Finish giving and receiving revision feedback & edit rough draft of research paper

HW:  Reading Log #9 due Fri. 1/29,  Final draft of research paper due Wed. 1/27 (typed, 12 pt. font, double-spaced with final Works Cited page attached)


Friday

In class:  Writing Workshop:  Revise rough draft of research paper

HW:  Reading Log #9 due Fri. 1/29,  Final draft of research paper due Wed. 1/27 (typed, 12 pt. font, double-spaced with final Works Cited page attached)

January 11-15

Monday

In class:  Writing Effective Introductions, ISN notes and activity on essay structure and writing introductions

HW:  Finish outlining the body paragraphs of your paper on the Google Classroom outline template for tomorrow, study "Dinosaur Man" vocab. words for QUIZ this Friday, Reading Log #8 due this Friday


Tuesday

In class:   Writing Workshop:  Draft the Introduction paragraph for your research paper

HW:  Finish writing your introduction paragraph on the Google Classroom outline template for tomorrow if necessary, study "Dinosaur Man" vocab. words for QUIZ this Friday, Reading Log #8 due this Friday


Wednesday

In class:  Writing Effective Conclusions, ISN notes and activity on writing conclusions, begin drafting the conclusion to your research paper

HW:  Finish writing your conclusion paragraph on the Google Classroom outline template for tomorrow if necessary (COMPLETED outline is due tomorrow), study "Dinosaur Man" vocab. words for QUIZ this Friday, Reading Log #8 due this Friday


Thursday

In class:  Review rubric for research paper, use outline to begin drafting your complete research paper

HW:  Study "Dinosaur Man" vocab. words for QUIZ tomorrow, Reading Log #8 due tomorrow


Friday

In class:  "Dinosaur Man" vocab. QUIZ, finish the first draft of your research paper (typed in 12 point font and double-spaced)

HW:  Completed, printed draft of research paper due TUESDAY (typed in 12 point font and double-spaced), Reading Log #9 due Friday, 1/29

January 4-8

Monday

In class:  Continue reading and note-taking for research report in the Media Center

HW:  "Dinosaur Man" vocab. packet due this Friday, Reading Log #8 due Friday 1/15


Tuesday

In class:  Finish reading and note-taking for research report in the Media Center

HW:  Notes for research report due tomorrow (finish if necessary), "Dinosaur Man" vocab. packet due this Friday, Reading Log #8 due Friday 1/15


Wednesday

In class:  Organize note facts, review requirements and structure for research report, analyze model / sample of a research report, ISN activity

HW:  "Dinosaur Man" vocab. packet due this Friday, Reading Log #8 due Friday 1/15


Thursday

In class:  Start drafting research report using template / organizer

HW:  "Dinosaur Man" vocab. packet due tomorrow, Reading Log #8 due Friday 1/15


Friday

In class:  Review "Dinosaur Man" vocab. packet (find prefixes, suffixes, and roots in list words), finish drafting research report using a given template / organizer

HW:  Reading Log #8 due Friday 1/15, "Dinosaur Man" vocab. QUIZ on Friday 1/15