BELL WORK September 23 27 2019 HELLO TODAY

BELL WORK September 23 -27, 2019

HELLO! TODAY IS MONDAY, SEPTEMBER 23. Read the paragraph. Rewrite the underlined sections correctly. If the underlined section is correct, write correct for that number. 1) My sister–in–law Darlene is running for office 2) in our county. She wants a seat on the County Board of Supervisors. There will be two seats open, and I think she has a good 3) chanse of being elected. The board regulates 4) salarys of county employees, makes some zoning decisions, and cooperates with other local governments. It is considered a part–time job, but the 5) supervisors always busy. People call them every time 6) theres a problem. I didn’t really know why she wanted the job, so I asked her. 7) “Darlene, I said, “Why do you want this job? 8) It a lot of work!” “I want to make a positive contribution to our county, ” she replied

HELLO! TODAY IS MONDAY, SEPTEMBER 23. Read the paragraph. Rewrite the underlined sections correctly. If the underlined section is correct, write correct for that number. 1) My sister–in–law, Darlene, is running for office 2) in our county. She wants a seat on the County Board of Supervisors. There will be two seats open, and I think she has a good 3) chance of being elected. The board regulates 4) salaries of county employees, makes some zoning decisions, and cooperates with other local governments. It is considered a part–time job, but the 5) supervisors are always busy. People call them every time 6) there’s a problem. I didn’t really know why she wanted the job, so I asked her. 7) “Darlene, ” I said, “Why do you want this job? 8) It’s/It is a lot of work!” “I want to make a positive contribution to our county, ” she replied

HELLO! TODAY IS TUESDAY, SEPTEMBER 24. Read the following paragraph. Rewrite the underlined sections correctly. If the section is correct, write correct for that number. 1) Me and my wife are planning to go to our children’s school conferences later this week. We have a son and a daughter. 2) our sun is in fifth grade, and our daughter is in 3) three grade. We have never been to a school conference in 4) united states before. We visited the elementary school when 5) we register our children. We also visited the school during an Open House. At this conference, 6) we will be answering to the 7) teachers, because we are both a little nervous about holding a conversation in English. Our friends have told us that the teachers will show us our children’s work. 8) We hoping we will not have to talk much. We have compiled a list of questions so we will be prepared.

HELLO! TODAY IS TUESDAY, SEPTEMBER 24. Read the following paragraph. Rewrite the underlined sections correctly. If the section is correct, write correct for that number. 1) My wife and I are planning to go to our children’s school conferences later this week. We have a son and a daughter. 2) Our son is in fifth grade, and our daughter is in 3) third grade. We have never been to a school conference in 4) United States before. We visited the elementary school when 5) we registered our children. We also visited the school during an Open House. At this conference, 6) we will be speaking to the 7) teachers, but we are both a little nervous about holding a conversation in English. Our friends have told us that the teachers will show us our children’s work. 8) We are hoping we will not have to talk much. We have compiled a list of questions so we will be prepared.

HELLO! TODAY IS WEDNESDAY, SEPTEMBER 25. Answer the following question in 5 -8 sentences using evidence from the text. Reread “Geraldo No Last Name” on page 65 and answer the following questions. 1. How does the incident with Geraldo and Marin help develop theme of loss of innocence? 2. What evidence from the text supports you reasoning?

HELLO! TODAY IS THURSDAY, SEPTEMBER 26. Read the following sentence. Write a 5 -8 sentence story using this sentence as your start. Ruby took a breath, and with a shaking hand, signed her name to the list.

HELLO! TODAY IS FRIDAY, SEPTEMBER 27. Read the prompt beside the picture. Choose one of the two options. Your response must be 5 -8 sentences long.

8 TH GRADE ELA September 23 rd– 27 th, 2019

Standards ◦ 8. RI. KID. 1 ◦ Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ◦ 8. RI. KID. 3 ◦ Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e. g. , through comparisons, analogies, or categories). ◦ 8. RI. 4 ◦ Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ◦ 8. RL. CS. 5 ◦ Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style

Reminders from Dr. Hastings ABSENCES (New) Homeroom teachers be sure to call home on the student’s third (3 rd) day absent. We need the documentation that you have called home and expressed your concern about their child's absences when we set up a face to face meeting with parents. LINK FOR MORNING ANNOUNCEMENTS https: //forms. office. com/Pages/Response. Page. aspx? id=j 8 u. WO 0 w. XZUu. C 61 z. Di 54 Gb. Nsb 6 Aa. O 9 Yx. Drzqzij 0 Jjfd. UNEUz. R HQ 1 l. IMj. NXUFh. WVDM 4 Vlg 2 Ul. VDMi 4 u $COUGAR DONATION DRIVE$ (New) The FINAL turn-in day is this Wednesday, September 25 th. Friday got super busy so I did not have a chance to announce the winners. I will announce tomorrow on the morning announcements. HOMECOMCOMING WEEK (New) This week kicks off Homecoming Week! The Spirit Week (starts Thursday) activities are attached. Our Homecoming football game has been rescheduled to Wednesday, October 2, and moved to Rockvale High School. If you were scheduled to work the Homecoming game, originally on Oct. 1, know that you will now need to plan to work this game on Oct. 2. STUDENT LED CONFERENCES Now is the time to start this: This event takes place Tuesday, October 22 nd. Now is a great time to start collecting evidence for student portfolios. Do not wait until the last minute. If you set up a crate with a file system, EXPECT students to put their own work (glows and grows) in the file. Use your weekly data chats with your students to model how the students can lead their student conferences on 10/22. There is information on our web site under the Parents tab about Student Led Conferences.

GOT WORK ROOM? https: //teams. microsoft. com/_#/xlsx/viewer/teams/https: ~2 F~2 Frcschools. sha repoint. com~2 Fsites~2 F 8 th. Grade. Hallway~2 FShared%20 Documents~2 FGene ral~2 FWorkroom. xlsx? thread. Id=19: a 18 fdf 6339 ac 49958637 c 2 a 38411 ad 5 c@th read. skype&base. Url=https: ~2 F~2 Frcschools. sharepoint. com~2 Fsites~2 F 8 th Grade. Hallway&file. Id=c 2 ffbde 7 -49 b 0 -4676 -8 a 8 d-48 bdccbd 6 caa&ctx=fi les&roo t. Context=items_view&viewer. Action=view

Get to Know you Questions ◦ https: //www. signupgenius. com/groups/getting-to-know-you-questions. cfm

HOMS Audio Book ◦ Chapters 1 -4 ◦ Chapters 5 -10 ◦ Chapters 11 -16 ◦ https: //www. youtube. com/watch? v=dy 6 BIt. PUas. Q&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ ◦ https: //www. youtube. com/watch? v=m. K 2 z. Fg. Ik. Zl. I&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=2 ◦ Chapters 17 -21 ◦ https: //www. youtube. com/watch? v=rd. KPf. JXYRHI&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=3 ◦ Chapters 22 -31 ◦ Chapters 32 -37 ◦ https: //www. youtube. com/watch? v=7 m 6 Kkl. FZVw. Q&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=4 ◦ Chapters 38 -43 ◦ https: //www. youtube. com/watch? v=ywux. Y 4 m 5 dt. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=5 ◦ Chapters 44 -47 ◦ https: //www. youtube. com/watch? v=n. TDns. R 22 Hp 8&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=6 ◦ https: //www. youtube. com/watch? v=ETN 6 QZTc. If. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=7 ◦ https: //www. youtube. com/watch? v=SQZx. Lik-zt. Y&list=PLB 4 aq. Wd. Rd. NSqr ao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=8

Bell work – Planbook & Grammar Learning Target & Success Criteria Review Daily Classwork Activities – Monday Agenda 1. Article of the Week: Day 1 Annotations- Students will identify the Main Idea, 3 unknown words & define them in the left margin. 2. Data Chats ppl 1 -10 3. House on Mango Street Read Chapters 26 -30 4. Students will work on Characterization, Theme & Tone Charts Homework – • Finish Day 1 of Annotations • Make sure to have House on Ghost by Jason Reynolds for Sept. 26 th • Frayer Models 1 -6

GRAMMAR

PLANBOOK 9/23 -9/27 https: //planbook. com/planbook. html#week

IMPORTANT DATES ◦$COUGAR DONATION DRIVE$ ◦The FINAL turn-in day is this Wednesday, September 25 th ◦September 27 th-(Friday) Homecoming Dance ◦October 2 nd- (Wednesday) Pep Rally/Homecoming Game AT Rockvale High School ◦October 4 th- (Friday) Cougar Olympics/Cougar Donation Drive Rewards ◦October 7 th-11 th-Fall Break

REMINDER: LAST WEEK WE READ PAGES 39 -64 & THEN COMPLETED: WORD WALL FRAYERS 1. Cue 2. Pillar 3. Scarcely 4. Threshold 5. Porcelain 6. Trudge

REMINDER: LAST WEEK YOU TURNED IN. . . • HOMS Homework sheet- Questions 1 -10 over pages 39 -64 • Vignettes- 4 written with 20 sentences in each and they are stapled together • Completed Frayer Models for HOMS • AND Anything you have been missing in Skyward. • Please check your SKYWARD to see if you need to make up any of the three quizzes we have taken. VOCAB 1, VOCAB 2, Characterization Assessment-If you are missing any of them please get with me to get scheduled for a day in WORK ROOM to complete them.

DATA CHATS PPL 1 -10 Be ready! We only have 1 minute.

Learning Target WE WILL: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

Success Criteria I CAN: Read & Analyze a text to determine what it says explicitly, draw logical inferences and support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Read & Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Read & Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

AOW DAY 1 https: //www. commonlit. org/en/texts/knock-knock? search_id=26076863

Annotation Guide

Poetry Analysis Using TPCASTT

Getting Started… • This is a process to help you organize your analysis of poetry. • We have already learned the vocabulary, now it’s time to put it into practice! • Together, we are going to analyze “American Hero” using TPCASTT. • You have a note sheet that looks like this…

T is for TITLE Analyze the title first. What do you predict this poem will be about? Write down your predictions. We will reflect on the title again after we have read the poem. • The next step is often omitted, but it is the most important!!!! • •

READ THE POEM!!!!

P is for PARAPHRASE • Paraphrasing is putting something in your own words. • After reading the poem, rewrite it in your own words. • This may be three sentences or a page, depending on the particular poem.

C is for CONNOTATION • Analyze the figures of speech and sound effects of the poem. • These are the poetry vocabulary we have already studied. • These elements add to the meaning.

A is for ATTITUDE • Tone is the attitude of the speaker toward the subject of the poem.

S is for SHIFT • If there is a change in… – Time – Tone – Speaker This should always be noted as this will also affect the meaning.

T is for TITLE (again) • At this time, you should reconsider the title. • Were you right in your predictions? • What other meanings might the title have in light of your analysis? • Next, the biggie….

T is for THEME • As you already know, theme is the general insight into life conveyed by the author through his/her work. • It does not make a judgment. example: “Don’t do drugs” is not a theme. • It merely states something that is true to life and the human condition.

How do I find the THEME? • Look at the other parts of TPCASTT. • What insight are all of these working together to convey? • What is the poet trying to say about life?

MAIN IDEA & SUPPORTI NG DETAILS Wash Publishing Co. 2009

Main Idea ◦The main idea is the “big point” or the most important idea that the writer is communicating to the reader. ◦Often the reader can find the main idea just by looking at the title. ◦For example, a passage titled: “Why Students Should Have Less Homework” will include reasons for that idea.

What’s the Point? ◦ Read this short paragraph: Engineers create wealth for society. So, tennis is a game and the resources of the earth are scarce. Have you gone mad? Thus the only solution is to educate the public on being socially responsible.

OF COURSE NOT!!! ◦It didn’t have a MAIN IDEA! ◦We would go crazy if texts were written like this all the time. ◦It was difficult to understand because it was made of different ideas that did not link. There was no common thread. ◦The good news is that normal passages have main ideas!

Main Idea ma ◦Main Idea - is like the heart of the text or a paragraph. ◦It is the controlling idea. ◦All the other supporting details in the text or within a paragraph should tell us more about the main idea.

Ask Yourself…. WHO or WHAT is this passage about? ” Wash Publishing Co. 2009

The Topic Sentence ◦Many paragraphs have topic sentences that indicate the main idea. ◦Find the topic sentence in this paragraph: Homeless people have many problems. In winter, it’s hard to stay warm and it gets too hot in summer. It’s also hard to keep things safe without a home. Worst is the lack of privacy.

Supporting Details ◦ Supporting details prove the value of the main idea. What are they here? Homeless people have many problems. In winter, it’s hard to stay warm and it gets too hot in summer. It’s also hard to keep things safe without a home. Worst is the lack of privacy.

Stated and Implied Main Idea… ◦ Sometimes, a paragraph has a stated main idea usually in the topic sentence. This means the paragraph “says” what the main idea is. ◦ Sometimes, a paragraph doesn’t have a stated main idea, but has an “implied” main idea. This means that you need to state the main idea in your own words because it doesn’t actually “say” it in the paragraph. Let’s take a look at two examples…

“The students had fun on their field trip. They Visited the Marine Museum. They were able to tour a tug boat and they bought souvenirs in the gift shop. After the tours they ate a picnic lunch in the park and played with their friends. ” The underlined portion of the sentence is the main idea and is stated for the reader.

“The Native Americans used the trees to build their houses. They hunted and trapped animals in the forest for food. They found roots and berries that they could eat. Some plants found in the forest were used for medicine. ” In this paragraph, the main idea isn’t stated. However, by reading the paragraph, the reader can determine the main idea: Native Americans used resources in the forest to survive.

Too much information… ◦ All of the sentences in a paragraph should support the main idea of that paragraph. ◦ Information that does not support the main idea does not belong in the same paragraph. ◦ Take a look at the example on the next slide. Find the “extra” information that does not support the main idea…

“Maria offered to help her mother clean the house. She vacuumed the living room and dusted the furniture. She picked up the toys in the playroom. She ate a ham sandwich for lunch. Then, she mopped the kitchen floor. ” Which sentence does not support the main idea?

Find the sentence that does not support the main idea… “Winter provides the opportunity for many outdoor activities. Many people enjoy ice skating on a pond. Swimming in the pond in summer can also be fun. Skiing can be a thrilling experience too. After a new snowfall, you can even build a snowman!”

You try it… “Soccer players learn many skills when playing soccer. Soccer players learn how to dribble and pass the ball. They also learn how to control the ball so they can eventually score. Most importantly, soccer players learn how to work together with their teammates. ” What is the main idea? A) They also learn how to control the ball so they can eventually score. B) Soccer players learn how to dribble. C) Soccer players learn many skills when playing soccer.

Let’s do one more… “Swimming is one thing that can be done at the beach. Snorkeling is another thing that can be enjoyed. Playing beach volleyball can be a lot of fun. It is also fun to look for shells. Some people simply like to sunbathe. ” What is the implied main idea?

HOUSE ON MANGO ST. READ CHAPTERS 22 -31 Work on your charts!

HOMS Audio Book ◦ Chapters 1 -4 ◦ Chapters 5 -10 ◦ Chapters 11 -16 ◦ https: //www. youtube. com/watch? v=dy 6 BIt. PUas. Q&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ ◦ https: //www. youtube. com/watch? v=m. K 2 z. Fg. Ik. Zl. I&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=2 ◦ Chapters 17 -21 ◦ https: //www. youtube. com/watch? v=rd. KPf. JXYRHI&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=3 ◦ Chapters 22 -31 ◦ Chapters 32 -37 ◦ https: //www. youtube. com/watch? v=7 m 6 Kkl. FZVw. Q&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=4 ◦ Chapters 38 -43 ◦ https: //www. youtube. com/watch? v=ywux. Y 4 m 5 dt. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=5 ◦ Chapters 44 -47 ◦ https: //www. youtube. com/watch? v=n. TDns. R 22 Hp 8&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=6 ◦ https: //www. youtube. com/watch? v=ETN 6 QZTc. If. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=7 ◦ https: //www. youtube. com/watch? v=SQZx. Lik-zt. Y&list=PLB 4 aq. Wd. Rd. NSqr ao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=8

Standards ◦ 8. RI. KID. 1 ◦ Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ◦ 8. RI. KID. 3 ◦ Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e. g. , through comparisons, analogies, or categories). ◦ 8. RI. 4 ◦ Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ◦ 8. RL. CS. 5 ◦ Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style

Tuesday Agenda ◦ Learning Target & Success Criteria Review ◦ Bell work – Grammar ◦ Daily Classwork Activities – 1. Article of the Week – Day 2 Annotations- Student will re-read the article focusing on important names, along with making comments and asking questions that push them past the text. 2. Data Chats ppl 11 -20 3. House on Mango Street Read Chapters 31 -34 4. Students will work on Characterization, Theme & Tone Charts 5. Perceptions Activity Day 1 @26 -34 Homework 1. Finish Day 2 of Annotations 2. Make sure to have House on Ghost by Jason Reynolds for Sept. 26 th 3. Frayer Models 1 -6

GRAMMAR

PLANBOOK 9/23 -9/27 https: //planbook. com/planbook. html#week

DATA CHATS PPL 11 -20 Be ready! We only have 1 minute.

Learning Target WE WILL: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

Success Criteria I CAN: Read & Analyze a text to determine what it says explicitly, draw logical inferences and support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Read & Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Read & Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

AOW REVIEW DAY 1 COMPLETE DAY 2 https: //www. commonlit. org/en/texts/knock-knock? search_id=26076863

Annotation Guide

HOUSE ON MANGO ST. READ CHAPTERS 32 -37 Work on your charts!

Wednesday Agenda Bell work – Planbook & Punctuation Learning Target & Success Criteria Review Daily Classwork Assignments – 1. Article of the Week- Day 3 Students will re-read the article for the third time and answer questions that require students to cite textual evidence, make inferences, think past the text, and write a summary of the text following the Tn Ready format. 2. Data Chats ppl 21 -30 3. Read House on Mango Street. Students will read Vignettes 38 -43 Homework – Finish Day 3 of Annotations Make sure to have House on Ghost by Jason Reynolds for Sept. 26 th Frayer Models 1 -6 – We will get 712 tomorrow

PUNCTUATION

PLANBOOK 9/23 -9/27 https: //planbook. com/planbook. html#week

Standards ◦ 8. RI. KID. 1 ◦ Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ◦ 8. RI. KID. 3 ◦ Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e. g. , through comparisons, analogies, or categories). ◦ 8. RI. 4 ◦ Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ◦ 8. RL. CS. 5 ◦ Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style

DATA CHATS PPL 21 -30 Be ready! We only have 1 minute.

Learning Target WE WILL: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

Success Criteria I CAN: Read & Analyze a text to determine what it says explicitly, draw logical inferences and support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Read & Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Read & Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

AOW REVIEW DAYS 1 & 2 COMPLETE DAY 3 https: //www. commonlit. org/en/texts/knock-knock? search_id=26076863

Annotation Guide

Annotation Guide

Annotation Guide

How Do I Properly Cite Textual Evidence? -STEP # 1 START WITH A STRONG TRANSITIONAL STATEMENT 1. On page ____, the author states, 2. The text states, 3. The author explains, 4. ____ says, 5. According to the text,

How Do I Properly Cite Textual Evidence? -STEP # 2 Following the strong transition, punctuate your text- evidence like this: “ Word-for-word textual evidence OPEN QUOTATION WORD-FOR-WORD TEXT CLOSE QUOTATION “ (Smith 14) PARETHENSES FOLLOWED BY AUTHOR’S LAST NAME & PAGE # Example Citation The author states, “ 90% of students have cellular devices” (Regan 241). MLA PARETHETICAL CITATIONS . PERIOD ENDS THE SENTENCE

HOUSE ON MANGO ST. READ CHAPTERS 38 -43 Work on your charts!

HOMS Audio Book ◦ Chapters 1 -4 ◦ Chapters 5 -10 ◦ Chapters 11 -16 ◦ https: //www. youtube. com/watch? v=dy 6 BIt. PUas. Q&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ ◦ https: //www. youtube. com/watch? v=m. K 2 z. Fg. Ik. Zl. I&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=2 ◦ Chapters 17 -21 ◦ https: //www. youtube. com/watch? v=rd. KPf. JXYRHI&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=3 ◦ Chapters 22 -31 ◦ Chapters 32 -37 ◦ https: //www. youtube. com/watch? v=7 m 6 Kkl. FZVw. Q&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=4 ◦ Chapters 38 -43 ◦ https: //www. youtube. com/watch? v=ywux. Y 4 m 5 dt. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=5 ◦ Chapters 44 -47 ◦ https: //www. youtube. com/watch? v=n. TDns. R 22 Hp 8&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=6 ◦ https: //www. youtube. com/watch? v=ETN 6 QZTc. If. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=7 ◦ https: //www. youtube. com/watch? v=SQZx. Lik-zt. Y&list=PLB 4 aq. Wd. Rd. NSqr ao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=8

Standards ◦ 8. RI. KID. 1 ◦ Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ◦ 8. RI. KID. 3 ◦ Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e. g. , through comparisons, analogies, or categories). ◦ 8. RI. 4 ◦ Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ◦ 8. RL. CS. 5 ◦ Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style

Thursday Agenda ◦ Bell work – Planbook & Punctuation ◦ Learning Target & Success Criteria Review ◦ Daily Classwork Activities – 1. AOW Turn in. Notebook Check- Have you completed everything and turned it in? 2. Frayer Models words 7 -12 - Students will receive 6 new vocabulary words that are essential for the novel. Students will complete the Frayer model in their notebook for each word. 3. HOMS Charts Finish Line! 3. Step-to-the-line - Students will be given a phrase that revolves around our novel, and if they have felt that way before then they are to step to the line and share out. At the end, students are write a 8 sentence summary of what they have learned about their fellow classmates. The paragraph should flow and be cohesive. Homework 1. Complete the Frayer model for your 6 new vocabulary words- words 7 -12.

PUNCTUATION

PLANBOOK 9/23 -9/27 https: //planbook. com/planbook. html#week

AOW GRADE & TURN IN DAYS 1, 2 & 3 + SUMMARY

Annotation Guide

Annotation Guide

Annotation Guide

FIRST READ PAGES 39 -64 & COMPLETE QUESTIONS 1 -10. THEN… WORD WALL FRAYER MODELS 1. Cue 7. 2. Pillar 8. 3. Scarcely 9. 4. Threshold 10. 5. Porcelain 11. 6. Trudge 12.

HOUSE ON MANGO ST. READ CHAPTERS 41 -47 Work on your charts!

HOMS Audio Book ◦ Chapters 1 -4 ◦ Chapters 5 -10 ◦ Chapters 11 -16 ◦ https: //www. youtube. com/watch? v=dy 6 BIt. PUas. Q&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ ◦ https: //www. youtube. com/watch? v=m. K 2 z. Fg. Ik. Zl. I&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=2 ◦ Chapters 17 -21 ◦ https: //www. youtube. com/watch? v=rd. KPf. JXYRHI&list=PLB 4 aq. Wd. Rd. NSq rao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=3 ◦ Chapters 22 -31 ◦ Chapters 32 -37 ◦ https: //www. youtube. com/watch? v=7 m 6 Kkl. FZVw. Q&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=4 ◦ Chapters 38 -43 ◦ https: //www. youtube. com/watch? v=ywux. Y 4 m 5 dt. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=5 ◦ Chapters 44 -47 ◦ https: //www. youtube. com/watch? v=n. TDns. R 22 Hp 8&list=PLB 4 aq. Wd. Rd. N Sqrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=6 ◦ https: //www. youtube. com/watch? v=ETN 6 QZTc. If. A&list=PLB 4 aq. Wd. Rd. NS qrao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=7 ◦ https: //www. youtube. com/watch? v=SQZx. Lik-zt. Y&list=PLB 4 aq. Wd. Rd. NSqr ao. WH 1 T 3 MVRl 7 y. To 7 Ul. JZ&index=8

THURS. LEARNING TARGET WE WILL SHOW MASTERY OF THE ACADEMIC VOCABULARY WORDS. WE WILL DEMONSTRATE OUR ABILITY TO PRODUCE A CLEAR AND COHERENT SUMMARY.

SUCCESS CRITERIA I can demonstrate my understanding of the academic vocabulary words. I can use the definition and synonyms of the new vocabulary word to create a sentence that has context clues in it, as a way to help me learn and recognize the vocabulary word. I can produce clear and coherent paragraph.

WORD WALL I QUIZ Power Words

Frayer Models Word Wall II = Characterization Words ◦ 1 -6 ◦ Next Week 7 -12

STEP TO THE LINE

Bell work – Photo Friday Learning Target & Success Criteria Review- How are we doing? Daily Classwork Activities – Friday Agenda 1. Theme Project- ID one of your themes and create a project about it. PPT, Poster, Paper etc. 2. Begin Reading Ghost by Jason Reynolds 3. Ashton Kutcher Motivational Video Bingo? ? ? Homework ? ?

PHOTO FRIDAY

PLANBOOK 9/23 -9/27 https: //planbook. com/planbook. html#week

Learning Target WE WILL: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

Success Criteria I CAN: Read & Analyze a text to determine what it says explicitly, draw logical inferences and support an interpretation of a text by citing relevant textual evidence. (8. RL. KID. 1) Read & Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary. (8. RL. KID. 2) Read & Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (8. RL. KID. 3 )

GHOST BY JASON REYNOLDS Begin Reading!

Let's Play Catchup!

Ashton Kutcher Motivational Video ◦ https: //api. playposit. com/player_v 2/? type=share&bulb_id=76259