Monday
In class: After completing a guided reading of Poe's short story, "The Black Cat," using Kahoot!, students will review 23 questions regarding vocabulary in context, plot, and conflict in preparation for tomorrow's quiz.
HW: Study for tomorrow's quiz on "The Cask of Amontillado" and "The Black Cat"
Tuesday
In class: After previewing and discussing vocabulary in Poe's poem, "The Raven," students will listen to the poem and begin paraphrasing each stanza using a graphic organizer.
HW: Read for 30 minutes!
Wednesday
In class: After paraphrasing each stance of "The Raven" on a graphic organizer, students will identify and discuss the mood and theme of the poem.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Thursday
In class: After watching The Simpsons spoof of "The Raven," students will analyze the following in the poem: structure, rhyme scheme, symbolism, theme, point of view, sound devices, and mood.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Friday
In class: After completing the poetry analysis packet for "The Raven," students will review their answers and practice reciting their assigned stanza.
HW: Memorize your assigned stanza from "The Raven" by Thursday 2/9, read for 30 minutes
Monday, January 30, 2017
Monday, January 23, 2017
January 23-27
Monday
In class: After completing a guided reading of Poe's short story, "The Cask of Amontillado," students will correctly answer 8 text analysis questions and support their responses with evidence from the story.
HW: Read for 30 minutes
Tuesday
In class: After reading a nonfiction piece about an historical event that inspired Poe's short story, "The Cask of Amontillado," students will define mood and correctly answer 4 text analysis questions regarding the mood in this story.
HW: Read for 30 minutes
Wednesday
In class: After completing a picture prediction writing exercise for Poe's short story, "The Black Cat," students will participate in a guided reading of the story using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Thursday
In class: Students will complete a guided reading of Poe's short story, "The Black Cat," using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Friday
In class: After finishing a close reading of Poe's short story, "The Black Cat," students will participate in 4 literacy stations that require them to demonstrate, extend, and apply their understanding of the story in different ways.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
In class: After completing a guided reading of Poe's short story, "The Cask of Amontillado," students will correctly answer 8 text analysis questions and support their responses with evidence from the story.
HW: Read for 30 minutes
Tuesday
In class: After reading a nonfiction piece about an historical event that inspired Poe's short story, "The Cask of Amontillado," students will define mood and correctly answer 4 text analysis questions regarding the mood in this story.
HW: Read for 30 minutes
Wednesday
In class: After completing a picture prediction writing exercise for Poe's short story, "The Black Cat," students will participate in a guided reading of the story using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Thursday
In class: Students will complete a guided reading of Poe's short story, "The Black Cat," using Kahoot! in which they will correctly respond to 23 questions regarding vocabulary in context, plot, and conflict.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Friday
In class: After finishing a close reading of Poe's short story, "The Black Cat," students will participate in 4 literacy stations that require them to demonstrate, extend, and apply their understanding of the story in different ways.
HW: QUIZ on Monday covering "The Black Cat" (study the questions and answers in the Kahoot! packet--NOT the vocab.) and "The Cask of Amontillado" (vocab., plot, conflict, irony)
Read for 30 minutes
Friday, January 13, 2017
January 16-20
Monday
No School--MLK Day
HW: QUIZ tomorrow on plot, conflict, and vocabulary in "The Tell-Tale Heart"
Tuesday
In class: After completing the argument activity for Poe's short story,"The Tell-Tale Heart," students will watch a 1941 film adaptation of the story and discuss the differences between it and the written version in small groups.
HW: Read for 30 minutes
Wednesday
In class: After completing a 21 question assessment on plot, conflict, and vocabulary in Poe's short story, "The Tell-Tale Heart," students will define 3 types of irony (verbal, situational, and dramatic), review foreshadowing, and complete a 3 column vocabulary chart for 4 words they will encounter in their reading of Poe's short story, "The Cask of Amontillado."
HW: Read for 30 minutes
Thursday
In class: After previewing a list of vocabulary for Poe's short story, "The Cask of Amontillado," students will begin a guided reading of this story with pictures to aid in their comprehension of the plot and highlight 5 examples of irony used in the story.
HW: Read for 30 minutes
Friday
In class: After completing a guided reading of Poe's short story, "The Cask of Amontillado," students will discuss examples of irony and foreshadowing used in the story and deconstruct vocabulary words using their knowledge of prefix, root, and suffix meanings.
HW: Read for 30 minutes
Friday, January 6, 2017
January 9-13
Monday
In class: After using 2 nonfiction sources (a mini-bio video and a biography article) about Edgar Allan Poe to help them answer the questions they had about Poe's life and work, students will read the poem "Alone" and write a brief response explaining how 2-3 specific lines in the poem reflect what they've learned about Poe's life experience.
HW: Read for 30 minutes
Tuesday
In class: After using context clues to define 10 vocabulary words for "The Tell-Tale Heart" by E.A. Poe and completing a 3 column vocabulary graphic organizer for these words, students will analyze Poe's use of suspense and evaluate the narrator of this story on a graphic organizer as they read it.
HW: Read for 30 minutes
Wednesday
In class: After completing a close reading of Poe's short story, "The Tell-Tale Heart," by analyzing its suspense and evaluating the narrator, students will put 11 illustrations of the story in the correct plot order and complete an accurate plot map with these events.
HW: Vocabulary Study sheet for "The Tell-Tale Heart," Read for 30 minutes
Thursday
In class: After reviewing the legal definition of insanity, students will reread "The Tell-Tale Heart" and highlight evidence in the story that supports both the narrator's sanity and insanity at the time of the murder.
HW: Read for 30 minutes
Friday
In class: After gathering evidence to support both the sanity and insanity of the narrator of "The Tell-Tale Heart," students will review the evidence to support both claims and formulate their own claim based on this evidence.
HW: QUIZ on plot, conflict, and vocabulary in "The Tell-Tale Heart" on Wednesday! Read for 30 minutes
In class: After using 2 nonfiction sources (a mini-bio video and a biography article) about Edgar Allan Poe to help them answer the questions they had about Poe's life and work, students will read the poem "Alone" and write a brief response explaining how 2-3 specific lines in the poem reflect what they've learned about Poe's life experience.
HW: Read for 30 minutes
Tuesday
In class: After using context clues to define 10 vocabulary words for "The Tell-Tale Heart" by E.A. Poe and completing a 3 column vocabulary graphic organizer for these words, students will analyze Poe's use of suspense and evaluate the narrator of this story on a graphic organizer as they read it.
HW: Read for 30 minutes
Wednesday
In class: After completing a close reading of Poe's short story, "The Tell-Tale Heart," by analyzing its suspense and evaluating the narrator, students will put 11 illustrations of the story in the correct plot order and complete an accurate plot map with these events.
HW: Vocabulary Study sheet for "The Tell-Tale Heart," Read for 30 minutes
Thursday
In class: After reviewing the legal definition of insanity, students will reread "The Tell-Tale Heart" and highlight evidence in the story that supports both the narrator's sanity and insanity at the time of the murder.
HW: Read for 30 minutes
Friday
In class: After gathering evidence to support both the sanity and insanity of the narrator of "The Tell-Tale Heart," students will review the evidence to support both claims and formulate their own claim based on this evidence.
HW: QUIZ on plot, conflict, and vocabulary in "The Tell-Tale Heart" on Wednesday! Read for 30 minutes
Friday, December 23, 2016
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
Monday, December 19, 2016
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
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
Friday, December 9, 2016
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
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
Subscribe to:
Posts (Atom)