1/29/16
LEARNING TARGETS
By the end of this week students will be able to...
1. Access class materials and information and turn in assignments through the English 8 Google Classroom
2. Access information and on Ms. Gower's website.
3. Locate materials, information and "turn in" boxes in Room 109.
4. Access rules, tips, and procedures of Room 109 and share the rules, tips, and procedures with their parents/guardians.
5. Set up their Reading Response chart and begin responding to their Independent Reading Book using the 7 Reading Strategies.
6. Annotate an article online using the Comments button on Google Drive.
2/1/16-2/5/16
LEARNING TARGETS
By the end of this week students will be able to...
1. Discuss 2 or more traits of "utopian/dystopian literature" and find examples of those traits in literature.
2. Define "theme" and find examples in literature.
3. Define "imagery" and find examples in literature.
4. Identify the main idea of "Clothing Chain Agrees To Pay Back Woman Fired For Wearing Headscarf."
5. Reflect on the beginning of an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
2/8/16-2/12/16
LEARNING TARGETS
1. Identify the main idea of "Fired For Defying Hollister's "Look Policy,' Muslim Worker Wins Settlement" and make personal connections with the main idea by annotating and responding to the article.
2. Work collaboratively with a group of peers to create a poster and presentation describing an original Utopia created by the group.
3. Use a slide show to present ideas in an organized and polished way to a group of peers.
4. Use a rubric to evaluate a group of peers on their Utopia Project.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
2/16/16-2/19/16
LEARNING TARGETS
1. Identify the main idea of "Learning To Play Fair: Study Finds It's Different for Kids Around the World" and make personal connections with the main idea by annotating and responding to the article.
2. Define vocabulary words in The Giver by using context clues.
3. Explain Lois Lowery's purpose for using "dialogue" and "foreshadowing" in The Giver using specific examples from her novel.
4. Recognize the traits of the "science fiction" genre and describe the purpose of this genre in our culture.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
2/29/16- 3/4/16
LEARNING TARGETS
1. Identify the main idea of "Middle School's "Cool Kids" May Stumble Afterward" and make personal connections with the main idea by annotating and responding to the article.
2. Define vocabulary words in The Giver by using context clues.
3. Explain Lois Lowery's purpose for using "characterization" in The Giver using specific examples from her novel.
4. Work with peers to reflect on their Utopia Projects and make 3 or more revisions to their Utopia based on discoveries about the "utopia" in The Giver.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
3/7/16-3/10/16
LEARNING TARGETS
1. Identify the main idea of "Being Tagged As A "Nation of Extroverts" Is Not An Excuse For Insults" and make personal connections with the main idea by annotating and responding to the article.
2. Define vocabulary words in The Giver by using context clues.
3. Explain Lois Lowry's purpose for using "conflict" in The Giver using specific examples from her novel.
4. Work with peers to reflect on their Utopia Projects and make 3 or more revisions to their Utopia based on discoveries about the "utopia" in The Giver.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook
3/14/16-3/18/16
LEARNING TARGETS
1. Define vocabulary words in The Giver by using context clues.
2. Explain Lois Lowry's purpose for using "irony" in The Giver using specific examples from her novel.
3. Explain Lois Lowry's purpose for using "symbolism" in The Giver using specific examples from her novel.
4. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
5. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook
3/21/16-3/24/16
LEARNING TARGETS
1. Use vocabulary words in The Giver correctly in sentences of their own.
2. Explain Lois Lowry's purpose for using 3 or more Literary Devices in The Giver using specific examples from her novel.
3. Take a stand on whether or not Jonas' assignment of Receiver is a privilege or a punishment in Lois Lowry's The Giver using specific examples from her novel to support their stand.
4. Identify the main idea and make connections to Lois Lowry's Newberry Acceptance Speech.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
4/11/16-4/15/16
LEARNING TARGETS
1.Use the rhetorical devices of logos, pathos, and ethos to support one side of the argument for or against self-driving cars with clear reasons in an on-demand essay.
2. Use their close reading and annotations of Sources #1 - #4 about self-driving cars to write an engaging, well-supported, and organized on-demand essay for or against self-driving cars.
3. Use the digital tools provided in the M-Step English Language Arts Grade 8 practice test.
4.Use the lessons, tips , and practice from their English 8 test to do their personal best on the M-Step English Language Arts Grade 8 Test.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
4/25/16-4/29/16
LEARNING TARGETS
1.Annotate the Transcript of the Week: "This American Life #525, Call For Help (Act III)" using the 7 Independent Reading Strategies and use these annotations to engage in a class discussion.
2. Use their connections to the theme of Friendship in order to make connections and inferences in Chapters 1-6 of Freak the Mighty.
3. Define "situational irony" and explain the purpose for Rodman Philbrick using it in Freak the Mighty.
4.Identify 6 or more words form Freak the Mighty that are challenging, new to them, or interesting and write a definition of each of the words that reflect the context of the words.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
4/2/16-4/6/16
LEARNING TARGETS
1.Annotate the Transcript of the Week: "This American Life #27, The Cruelty of Children" using the 7 Independent Reading Strategies and use these annotations to write a response and engage in a class discussion.
2. Identify 3 or more "conflicts" in Freak the Mighty and describe solutions that could lead to resolutions of these conflicts .
3. Define "allusion" and explain the purpose for Rodman Philbrick using it in Freak the Mighty.
4.Identify 6 or more words form Freak the Mighty that are challenging, new to them, or interesting and write a definition of each of the words that reflect the context of the words.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
5/9/16-5/13/16
LEARNING TARGETS
1.Annotate the Transcript of the Week: "This American Life #449, Middle School" using the 7 Independent Reading Strategies and use these annotations to write a response and engage in a class discussion.
2. Identify 3 or more "themes" in Freak the Mighty and make 1 or more thematic statements that could be applied universally to our society.
3. Define "simile" and "metaphor" and explain the purpose for Rodman Philbrick using these comparisons in Freak the Mighty.
4.Identify 6 or more words form Freak the Mighty that are challenging, new to them, or interesting and write a definition of each of the words that reflect the context of the words.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.
5/23/16-5/27/16
LEARNING TARGETS
1 Identify 3 or more terms that film-maker's use for images and transitions in film.
2. Use film terms and examples to support whether or not they believe that the makers of The Mighty film did a good job adapting Freak the Mighty to a film.
3. Describe Rodman Philbrick's writing style using 3 or more literary devices that he uses in Freak the Mighty.
4.Identify and define 10 or more words from Freak the Mighty that were new or interesting to them, or illustrate Rodman Philbrick's deliberate word choices.
5. Reflect on an Independent Reading Book using specific examples and details posted in their Reader's Notebook.
6. Use words and graphics to express thoughts, ideas, or concepts in a creative and unique way in a homemade notebook.