- Check your Gmail!
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DO Now - Review
Entry Title: None
- Click on the link below to review some of the most common 8th Grade literary elements that you might see on the ELA! How many can you match? Here is a list of the correct answers to choose from...repetition, alliteration, rhythm, rhyme, simile, metaphor, flashback, imagery, personification, hyperbole, oxymoron, foreshadowing, theme, mood
- Literary Element Review - How Many Do You Know?
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Learning Target(s)
- I can identify some of the literary elements that might be on the ELA.
- I can identify the parts of a multiple choice question.
- I can identify the three basic types of Multiple Choice Questions found on the ELA.
- Inference
- Check out this Prezi on The Main Types of MCQs you'll find on the ELA
- This article on killer plants has examples of each kind of MCQ in it. Can you find them all?
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Work Time
- Using this article on The Empire State Building complete Assignment 36.0 in Google Classroom.
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Assessment / Homework
- Submit Assignment 36.0 before you leave!
WEDNESDAY 3-15 B-Day: Article a Day Practice
Announcements
- Check Your Gmail!
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DO Now - Copy
Add to: Informational Text
- Article-a-Day
- a high-impact, 10-15 minute daily routine where students choose and read one high-quality nonfiction article every day, as part of a weekly, topically-related article set.
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Learning Target(s)
- I know how to complete an Article-a-Day assignment.
- I can discuss information about informational texts.
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Mini-Lesson: XXX
- Knowledge is stored in these articles. Words are where human beings store knowledge. So by reading these articles you are learning new and valuable knowledge.
- By reading these articles you are building your own personal vocabularies, and everyday you are becoming stronger, independent readers with more stamina.
- Steps for Completing Article-a-Day Assignments
- Read the assigned article independently.
- Create and entry titled: My Book of Knowledge
- Write down 2-3 things you learned from the article.
- Share out - be ready to share with the class out loud one thing you learned from the article.
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Work Time
- Modeling: Using the Energy Article, Energy for Life Mr. DeGrandis will walk you through the above steps.
- Practice: Follow the same steps above for the next article titled, Engineering and Natural Gas.
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Assessment / Homework
- None
THURSDAY 3-16 C-Day: Poetry on the ELA
Announcements
- Check your Gmail!
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DO Now - Copy
Entry Title: SOAPSTone
Who is the Speaker?
The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard: their own, or a fictional character. Regardless, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece.
What is the Occasion?
The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response.
Who is the Audience?
The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text.
What is the Purpose?
The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, “What do I want my audience to think or do as a result of reading my text?”What is the Subject?
Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process.
What is the Tone?
The attitude of the author. The spoken word can convey the speaker’s attitude and thus help impart meaning through tone of voice. With the written word, tone extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.
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Learning Target(s)
- I can use the SOAPSTone strategy to analyze a poem to answer questions on the ELA.
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Mini-Lesson: XXX
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Work Time
- XXXX
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Assessment / Homework
- XXXX
FRIDAY XX-XX X-Day: YYY
DIRT Day Expectations
- Do the following BEFORE the bell rings…
- Open your DIRT Day Assignment in Google Classroom.
- Be in your seat reading.
- Focus on your reading the entire period.
- Do not sub-vocalize during DIRT.
- Complete 10 thoughts using the Active Reading Model by the end of the period. Do more for extra credit.
If You Finish a Book…
In an email to Mr. DeGrandis, write a review about your book in 3-paragraph essay format.
Guidelines for the Essay:
- ¶ 1 - title, author and genre of the novel and your opinion of the book (controlling idea).
- ¶ 2 - short summary of the book and include at least two text-based examples from the book
that support your controlling idea in ¶ - ¶ 3 - explain why you would or would not recommend this book to a friend and where they might be able to find it or purchase it.
If You Forgot Your Book…
- Choose a book from the class library or Mr. DeGrandis will give you one.
- Be sure to bring your book next week.
If You Want to Switch Books…
In an email to Mr. DeGrandis, write an Abandon Book Essay.
Guidelines:
- ¶ 1 – title, author and genre of the novel you are abandoning and
three reasons you don’t like the book (controlling idea). - ¶ 2 through 4 - Develop each reason using text-based details from the book.
- ¶ 5 - Offer your suggestions for other novels you have read that another student might enjoy.
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