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.