Over the Break

--Finish your structure/shape poem that we started in class.

--Read two articles of your choice on the Achieve 3000 website (click on "My Lessons" and select any two articles that sound interesting).  Note:  you can only miss two questions out of 8 on each article to pass.  Read carefully and find evidence from the passages before you submit each answer.  If you get more than two questions wrong on either of the articles consider reading another article to increase your grade.

--Complete a close read on Chapter Six for The Boy in the Striped Pajamas.  To support your analysis define the words below, answer the questions, and write the letter.  Use specific details from chapter six in your letter and feel free to get a little creative here.


Vocabulary:  Find and record definitions for the following words. Use definitions that fit with how the words are used in the story:

discard (pg. 57)
deliberate (pg. 58)
despite (pg. 59)
peckish (pg. 60)
obliged (pg. 61)
incredulous (pg. 64)


Questions:  Please answer the following questions using complete sentences.


1. Why do you think Bruno has such a long conversation with Maria in this chapter, when he had
never done so before?

2. Why do you think Maria is so thoughtful and careful with her answers to Bruno?


Letter Assignment:

Imagine you are Bruno, and you have just moved to "Out-With." Think about how the move makes you feel, what you miss, what you like and don't like about your new home.

On a separate piece of paper, write a letter to one of your friends back in Berlin (Karl, Daniel, or Martin).  Talk about your new home, and how you feel about moving. Your letter should be at least half a page long.

Preparing fr the Writing Assessment

Remember to review your notes and study them in an effort to be prepared for the writing test that will be administered on Monday and Tuesday during our class time.  We will use the Write to Learn web based program to take the assessment.  The following URL is a link to the website that we will use next week.  I will update this post with additional information as Ms. Taylor and Ms. Putnal obtain additional news from the district. 

https://www.pearsonkt.com/cgi-bin/writeToLearn/login.cgi?schoolID=34664

12/2-5

Tuesday, 12/2 and Wednesday, 12/3:

-Focusing on the theme or central idea of the novel, The Boy in the Striped Pajamas by John Boyne.

Students should bring their copy of the novel to class everyday.  Thank you.

--We will start the novel in class and read as far as we can (time permitting).

Home Learning:

--Pick up where we left off in class and read to page 38 (finish chapter 4).
--Answer the following questions:
   1.  Summarize chapters 1-4.
   2.  What are the main differences between the old house and the new house?
   3.  Why do you think Bruno has pains in his stomach?

--Complete the engaging beginnings worksheet and remember to TAP out each prompt and apply the "Time Saver T-Chart" to each prompt.

Note:  The Florida Standards Assessment/practice test will not be accepted after this week.  Once we review the answers in class I will not accept the assignment and you grade will remain a zero in the grade book.  Please see the post that I created prior to the break in regards to this assignment; it is the assignment that requires you to visit www.fsassessments.org and document all 18 of your answers on notebook paper.  Thank you for your diligence and focus!

11/24-25

Discuss Theme and take notes

Review the prompt analysis process -- B day students will take the QUIZ after the Thanksgiving Break.

Home Learning:

www.fsassessments.org

Select "Students and Parents"

Select "Training Tests"

Select "Take a Training Test"

Leave the Username and Password as "Guest" and click "Sign In"

Select "Grade 8" from the drop down menu and click "Yes"

Select "Start Grades 6-8 FSA ELA Reading"

Click "Select"

Click, "Yes, start my test."

Click on the sound icon to do a sound check and click, "Yes" if you here the chime.

Answer questions 1-18 on a sheet of paper.  Document your evidence (why it is the correct answer) on the left side of the paper and on the right side of the paper provide an analysis of what you must do to answer the question.  For example, #1 is a central idea question so you must at bare minimum find out who the passage is about, what happened to them, when/where/why did the events take place before you can even begin to analyze the answer options.  Further inferencing may be required.  Please document your thinking (this is called metacognition).  

Note:  this paper will be collected and you will be given a grade for the two columns.  The column on the right is the most important piece as we prepare for our new state assessment.  

Happy Thanksgiving!  Be safe and I'll see you soon.  

11/17-21

Author's Point of View

Review of notes and add key components to assist in a solid understanding of the standard.

Reader's Workshop:

We do:  Part 1, Chapter 2, pages 20-23 (Stop near the top of the page, “…that it was not altogether a game.” 

Directions:  Answer each question below using complete sentences and provide textual based evidence from the text to support each answer.  

1.        Can you take the narrator’s word for it that the events and details in this section actually occurred (is the narrator reliable) or would you be better off judging the events for yourself?

2.        How does the author establish point of view (besides the use of certain pronouns)?

3.        What descriptive details are used to create point of view?

4.        Does the narrator participate in the events of the plot, or is there distance between the narrator and the events?  

5.        How does this particular point of view affect the story?

6.        Imagine if this story was told from a different point of view (third person to first person, or third person limited to third person omniscient); how much access does the narrator have to the thoughts, feelings, and actions of the other characters? 

7.       What would change in the story?

8.       Would the reader gain new knowledge from the point of view, or would the reader miss out on important information?

9.       Would the reader feel differently about one or more of the characters if the story was told from a different point of view?  Why or why not?

Independent Practice/I Do:  

Page 23, “You’re a traitor…” to page 25 “…thinking of O’Brien again.”

Short Response Question:  How would this excerpt be different if the story was told from Mrs. Parson’s point of view?

Writing Prompt Analysis: TAP out the Prompt Strategy

TAP out the Prompt Worksheet

Prepare for the TAP out the Prompt QUIZ

The Boy in the Striped Pajamas --create a reading/writing journal --complete the "Opinion Time" worksheet --answer the first writing journal question:  Have you ever experienced discrimination?

11/12-14

Students will be introduced to the new ELA Framework to prepare for the shift in work during the work period.

We will review the requirements for the Achieve 3000 program.

Students will provide input to assist us during this transitional time.



Author's Point of View

Review of notes and add key components to assist in a solid understanding of the standard.

Reader's Workshop

11/3-7

Plot Development: focusing on the climax, falling action, and the resolution.

Plan and write your own creative ending for "The Tell-Tale Heart" by Edgar Allen Poe.

Class group sharing of stories.



Using higher level vocabulary in our writing.  Students will brainstorm and select a word that we were introduced to in our elementary days that we should probably avoid using as we prepare for high school (stuff, said, things, ran, etc.).  Students will write a humorous fictional eulogy for the word to say good bye to word and allow the word to "rest in peace."

Students will present eulogies.

Happy Halloween!

I hope you all have a safe and FUN weekend.  Just a reminder:  your story ending is due next class (minimum of three paragraphs).  Be prepared to participate in a peer review session for full credit on this assignment. 

10/27-31

ELA Curriculum Guide Assessment #1:  this assessment will look more like the Reading Florida Standards Assessment (FSA) as it will have interactive questions(hot questions), questions that will ask for more than one answer choice, click and drag questions, etc.  The test is 21 questions and will only assess the standards we have worked on so far.  The test will count as a grade since all of the material has been covered.

We will continue our work on point of view by reading another chapter in 1984 by G. Orwell and completing a journal entry activity with a partner and independently.  

In class we will analyze essays that have been released.  We will focus on word choice and we will select low level words that we want to avoid using while writing.  We will write a humorous eulogy for these words and have a "word funeral" for the words so that they may 'rest in peace.'

I will read a portion of a spooky story from one of Edgar Allen Poe's collection and you will re-write the ending using your own creative style and twist.

Home Learning:  Obtain a copy of the book The Boy in the Striped Pajamas by John Boyne; consider borrowing the book from the library, purchasing the book on a discounted website, or visiting a local book store that supports trading old books for new books.  Of course, you can always drive across town and pay full price.  BONUS points for students who have a copy prior to Friday, November 7th.

If you have any problems obtaining this book please email me at sargenta@duvalschools.org

10/21-23

Florida Standards Assessment (FSA) Writing Test
--Rubric Analysis
--Group Poster Project
--Project Presentations

Note Check:

--Mood and Tone
--Figurative Language:  Denotative and Connotative Meaning
--Point of View
--Making Inferences
--The Writing Rubric

While I am Away....

Wednesday and Thursday Lesson Plan (10/15-16):

Note:  this is what I am leaving for the sub

·         Bell Ringer:  Pass out the bell ringer sheets and tell the students that I have provided their first grammar byte on their handouts.  Instruct students to make the grammar, punctuation, and spelling corrections that are necessary.  After 3-5 minutes has passed and most students have stopped working ask for student volunteers to share the corrections that they have made.  See key for assistance.

·         Instruct students to get out two sheet of notebook paper and put a heading in the upper right hand corner (name, period, and date).

·         Note Taking:  Students will use the one sheet of notebook paper and the textbook (pg. 162) to take notes on “Point of View.”  Inform students that taking notes is for a grade and I will conduct a note check-in next week before grades are due.  They should keep these notes in their three ring binder behind the “Reading Strategies” tab.  Their notes should include a definition for point of view and each point of view should be on their notes with a brief description and an example.  

·         Instruct students to put their notes in their binder and use the second sheet of notebook paper to answer the “Quickwrite” questions on pg. 222.  Ask for a student volunteer to read the “Key Idea” on page 222 and another volunteer to read the “Quickwrite” questions.  Provide 3-5 minutes for students to answer the questions.  

·         Mini-lesson:  pg. 223 Read “Literary Analysis:  First Person Point of View” and “Reading Skill:  Draw Conclusions.”  Remind students that we have already demonstrated mastery on making inferences using George Orwell’s 1984 so they shouldn’t have any problems with the questions as they read.  

·         As a group (ask for student volunteers) read, “Rules of the Game” by Amy Tan, pages 224- and get as far as you can during this period—it’s not a race though so take your time and pause to discuss the margin questions.  While you are reading stop at EACH question in the margin and ask the questions aloud.  Instruct students to answer each margin question on the notebook paper they used for the “Quickwrite” questions.  Students should respond using complete sentences; please provide 2-4 minutes for students to answer each question.  Ask for student volunteers to share their response.  Ideally, you will only get half way through the story so we can use the second half for day two.  Note:  You might consider using a post it note to mark where each class stops.

·         Home Learning:  Research the origins of chess and write a brief summary of your findings.  Be prepared to share your summary with your group.  The assignment will be collected for a grade.

Friday, 10/17 and Monday, 10/20 Lesson Plan:

·         Bell Ringer:  Grammar Byte—distribute the sentence strips and instruct students make an necessary corrections (punctuation, grammar, and spelling).  After you allow 3-5 minutes for students to work through the Grammar Byte ask for student volunteers to share 2 or 3 corrections that they made.  Students will use a glue stick to affix the strip to their bell ringer sheets. 

·       

  Mini-lesson: 

1.        Have students get out their home learning/homework assignment.  In their small groups, students should share their work with their group one person at a time while the others listen.  After all students have shared their summary they should select one person to share out and represent the group.  Please identify that paper for each group as it will receive a “A” in the grade book. 

2.       Instruct students to open their textbooks to page 223 and read the right column, “Author Online.”  Ask for student volunteers to read each section column.

3.       Remind students that we started reading, “Rules of the Game” last class; ask for a student volunteer to summarize what we have read so far.  

·         Work Period:  Continue reading, “Rules of the Game” and pausing at each margin question.  Students should use the same sheet of notebook paper to answer the margin questions.  Please remember to pause at each question, provide 2-4 minutes to answer each question in a complete sentence, and ask for student volunteers to share their response.  

·         When finished, students can work with a partner to answer questions #1-8.  If you feel they have worked hard and maintained good focus you can consider allowing them to move around the room and select a partner to work with.  If students are off task you may send them back to their table to work independently.  

·         Home Learning:  Note:  Inform students that this activity is similar to the new Writing FSA they will take in March.  The writing FSA will provide 2-4 articles and they will need to synthesize the information from the sources to answer and respond completely.  Page 182 in the textbook is the introduction; if time allows consider reading this together.  Students should read the timeline on page 183, the history article on pages 184-185, and the feature article/newspaper article on page 186.  After reading the three selections students should answer #1-5 on page 187 AND complete the Writing Prompt at the bottom of pg. 187.  This assignment will be collected next class.  We will review the answer to the questions in class so late work will not be accepted. 

10/6-10

Writing:  Part One

Unpacking the Standards

Objective:  Students will analyze and discuss the new Florida Standards Assessment (FSA) writing rubric and become familiar with the requirements for demonstrating proficiency on the annual writing assessment they will take in March.

In class, we will analyze, discuss, and take notes on the new writing rubric.

Then, students will work in small groups to create a poster demonstrating their knowledge of the FSA writing rubric (level 4) and clearly inform others of the requirements needed to write proficiently.  

9/29-10/3

Unit One:  Corruption and Society

Standard:  Mood and Tone continued; how will tone be assessed on both the writing and reading assessments this year?

In class:  notes on mood and tone and analysis of the writing rubric.

As we continue to embrace the new curriculum that the county has prepared for our students to become more college and career ready I have realized that it is challenging to provide home learning assignments because we have been relying on a class set of the novels.  To support additional growth I will start to assign computer based home learning, assignments out of the textbook, and occasional articles from the NY Times Upfront periodical.  Thank you for your understanding as we adjusted to the new curriculum and out new way of work.  Preparing our 8th grade students for high school is my number one priority.

9/22-26

Unit 1:  Corruption and Society

Standard:  Figurative Language (emphasis on denotative and connotative meaning as well as the mood and the tone of a passage)

In class:  Note taking, class discussion, partner activity for connotative meaning, group work activity for denotative meaning (street synonyms for denotative example and understanding in a real life situation).

Analysis of 1984 by George Orwell for various connotative meanings found throughout chapter one.

9/15-19

Unit 1:  Corruption and Society

Standard:  Making Inferences

Home Learning:  Making Inferences Practice Worksheet

In Class:  Read Part I of Chapter 1 as we made inferences together and documented them on a chart.

Quiz:  Documented inferences independently after teacher modeled and we worked in pairs.

9/8-12

Using the foundation of the summer reading assignments students participated in Socratic Seminars and reviewed of student work.

Unit 1: Corruption and Society

Essential Question:  Does society control people of do people control society?

Started reading George Orwell's novel, 1984.

9/1-5

Writing and Interest Inventory:  Students shared their interest creating a biographical collage to promote reading as a foundation for learning and reaching their 25 book goal.

Each student wrote and shared an expository essay as a baseline writing assessment.

Testing

8/20-21:  Achieve 3000 Lexile Level Set Testing

This test was created to set up the Achieve 3000 program so each student will be challenged at their individual reading comprehension level.  To obtain more information about lexile levels you can refer to www.lexile.com.

9/22-9/29:  Curriculum Guide Assessments (CGA) were administered as a baseline to guide our instruction.

Welcome Back!

Monday & Tuesday, 8/18-19:
--How did you demonstrate leadership this summer?  How did your actions have an impact on others?
--Reviewed Rituals and Routines, as well as, Classroom Expectations
--Provided Contact Information

Home Learning:
--Autobiographical Collage, one paragraph expository essay, and questionnaire/worksheet are due next class.
--Purchase Supplies (for list see previous blog post)
--Bring a personal reading book with you to class everyday
--Turn in your summer reading within two weeks.  We will conduct a Socratic Seminar after the Labor Day weekend on 9/2 for A day and 9/3 for B day.  Your work must be turned in on 9/2 or 9/3 (depending on what day you have my class) in order to earn full credit during the Socratic Seminar.

Wednesday and Thursday, 8/20-21:
--Baseline Assessment for the Achieve 3000 computer based program we will use in ELA.  We will complete this assessment in the computer lab during your regularly scheduled class.
--If time allows we will begin to share our collages with each other and eventually present.

Home Learning:
--Purchase Supplies (for list see previous blog post)
--Bring a personal reading book with you to class everyday
--Turn in your summer reading within two weeks.  We will conduct a Socratic Seminar after the Labor Day weekend on 9/2 for A day and 9/3 for B day.  Your work must be turned in on 9/2 or 9/3 (depending on what day you have my class) in order to earn full credit during the Socratic Seminar.

I will see you soon!

I hope you are enjoying your summer vacation! I look forward to meeting you and working together as we prepare you for high school.

Supply list for English/Language Arts:

-a one inch three ring binder with a clear view pocket on the front and back
-5 subject divider tabs
-notebook paper
-8 pack of colored pencils
-personal pencil sharpener
-one package of computer paper due the first day of class
-a folder that will stay in the classroom--also due the first day of class
-pencils and pens
-thumb/travel drive to save all of your writing assignment to.  This will save you a lot of time down the road as you will be revisiting and revising essays each time we learn new and more advanced writing strategies.  Note:  you can also use this thumb drive for other classes as well.
-box of tissues for the classroom
-hand sanitizer for the classroom
-sanitizing wet wipes (Clorox or any brand)
-hand wipes

Supply List for Enrichment Reading:
-package of notebook paper


Donations:  Please consider donating books (fiction, non fiction, fantasy, science fiction, historical fiction, graphic novels, etc.) that you are no longer using.  Your donation(s) will be labeled with your name and the year of your graduating class as a note of appreciation.

Bring your summer reading assignments on the first day of class, they will be collected and graded. All summer reading assignment information is available on the Julia Landon home page.

Enjoy the rest of your vacation and stay safe!

Best,
Mrs. Wells