Lesson Plans & Homework***Please note: The plans and assignments listed here are subject to change. Please refer to the lesson plans provided (upper left) in addition to the schedule/agenda on the board in class to verify assignments. Students who are absent may find make-up work as listed below:
If you are absent when we have read a selection from the textbook, please take responsibility to make up the missed reading on your own at home and complete any work that goes along with it. Textbooks MAY NOT be checked out or taken home. Here are instructions for how to access the textbook online:
- for classwork, such as packets or worksheets, check the back counter or see me
- for notes/assignments in the interactive student notebook (ISN), receive from a peer or request to see my master copy of the ISN
- for reading assignments, borrow a copy of the story/novel (when applicable) or access the textbook online
- Go to my.hrw.com
- Your username will be your school username with the prefix Dv. (ex. if my normal username is "aawojciechowski" my hrw username will be Dv.aawojciechowski)
- Your password will be your student number
Current/Upcoming AssignmentsLooking to raise your grade? Click here for extra credit opportunities.Quarter 3, Week 8Monday 2/24-Finish analyzing conflicting information graphic organizer for "Paul Revere's Ride" and "Truth vs Legend: Paul Revere"-Read FAQ section from the Paul Revere House website and analyze conflicting information presented (short answer response)-If time allows, take skills test (skills focus is on analyzing conflicting information between sources) on Paul RevereTuesday 2/24-Continue skills test (skills focus is on analyzing conflicting information between sources) on Paul Revere-If time allows, begin CFA (common formative assessment) on analyzing conflicting informationWednesday 2/25-CFA Part 1: read articles given, annotate, fill in graphic organizer, and look up unfamiliar vocabulary-Articles/graphic organizer will be collected at the end of class and passed back tomorrowThursday 2/26-CFA Part 2: re-read/review articles from yesterday, watch Titanic video materials (click here), and answer assessment questions on SchoolCityFriday 2/27-Re-teaching/ catch up day-Extension/ extra credit opportunities
Previous AssignmentsQuarter 3, Week 7Monday 2/17- No school- President's DayTuesday 2/18 (Quarter 3 mid-way progress reports being sent home today)-Compare/contrast themes of the story "Love" by Matt de la Pena and poem "Sonnet 17" by Pablo Neruda-Write a counterclaim paragraph acknowledging AND refuting one of the author's portrayals of love (being taken as a writing grade); click here for paragraph frame or here for example paragraphWednesday 2/19-Read "Paul Revere's Ride" by Henry Wadsworth Longfellow (listen to the audio here)-Begin TPCAST (title, paraphrase, connotations, attitude, shifts, theme) poetry analysisThursday 2/20 (12:05 release for Parent-Teacher Conferences)-Complete TPCAST (title, paraphrase, connotations, attitude, shifts, theme) poetry analysis-Read "Truth vs. Legend: Paul Revere" and take comprehension quiz(finish anything not done in class for homework)-Parent-Teacher conferences will be held "walk-in" style in each teacher's classroom from 1:30-7pmFriday 2/21 (12:05 release)-Analyze conflicting information between the poem "Paul Revere's Ride" and the article "Truth vs. Legend: Paul Revere"(finish anything not done in class for homework)Quarter 3, Week 6Monday 2/10-Read "Should You Eat Like a Caveman?"; cite evidence to support inferences about the text; comprehension quizTuesday 2/11-Review and practice previously taught skills (recognizing positive, negative, neutral connotation and its effect on tone, analyzing text structure, and identifying conflicting viewpoints) in the article "Should You Eat Like a Caveman?"Wednesday 2/12-Continue review if necessary-Take practice test over article "Should You Eat Like a Caveman?"Thursday 2/13-Mid-term over informational text skills taught so far (counts as a test grade); students will be asked to read a one page (front and back) article and answer mutliple choice and short answer questions about the passageFriday 2/14-Finish mid-term-Valentine's Day activity- comparing/contrasting themes in "Love" by Matt de la Pena and "Sonnet 17" by Pablo Neruda (postponed to Tuesday because most students did not finish the mid-term in time)Quarter 3, Week 5Monday 2/3-Argument essay prompt/brainstorm (click here)-Finish gathering evidence/outline for argument essayTuesday 2/4-Continue outlining/write rough draft for argument essayWednesday 2/5-Continue writing rough draft/edit and revise rough draft of argument essayThursday 2/6-Begin typing argument essay on computerFriday 2/7-Finish typing argument essay on computer (due today on SchoolCity); taken as a writing gradeOther writing help/notes:Quarter 3, Week 4Monday 1/27-Bell-work: preview today's article and use context clues to identify the meaning of the marked words/phrases: liberation, harrowing, persecution, demographic, tenacity-Read the article "Surviving the Holocaust"-Compare/contrast conflicting viewpoints in the articleTuesday 1/28 (sub- Mrs. Woj at a conference)-Bell-work: preview today's article and use context clues to identify the meaning of the marked words/phrases: compromised, culprits, heeds the call of nature, pasteurized-Read the article "Don't Eat the Dough"-Identify and describe the author's purpose, central ideas, and major supporting points and write them down in the graphic organizer-Can move on to next day's work if you finish earlyWednesday 1/29 (sub- Mrs. Woj at a conference)-Bell-work: preview today's article and use context clues to identify the meaning of the marked words/phrases: tempted, recalled, agricultural, shelf lives, mild-Read the article "Say No to Raw Dough"-Identify and describe the author's purpose, central ideas, and major supporting points and write them down in the graphic organizer-Write 2 paragraph response analyzing the conflicting information in the articlesThursday 1/30-Author visit by Roland Smith before lunch; modified schedule after lunch (40 minute classes)-Notes- claims and counterclaims-Activity- recognizing counterclaimsFriday 1/31-Introduce argumentative topic/prompt-Choose sides/make initial claim-Begin annotating articles to find evidence to support claimQuarter 3, Week 3Monday 1/20- no schoolTuesday 1/21-Finish watching Greta Thurnberg's TedTalk and fill in graphic organizer-Review what makes evidence strong-Rank Greta's evidence in 3-column chart (strong, medium, or weak)-Exit ticket: Based on her use of appeals (ethos, pathos, and logos) and the quality of evidence included, how would you rate Greta’s overall argument? Strong, medium, or weak? What was Greta’s strongest appeal or piece of evidence? Why? In your opinion, how specifically could she have improved her speech?Wednesday 1/22-Read CommonLit article (either "Your Food Choices Affect Your Health" or "Different Ways"-Fill in graphic organizer-Exit Ticket: How did the author of “Your Food Choices Affect Earth’s Climate” respond to the evidence that conflicted with their own viewpoint? Did they merely acknowledge the other side or did they prove them wrong? Which viewpoint (for or against meat) do you feel is stronger and why?Thursday 1/23-Review advantages/disadvantages of different mediums-Compare/contrast Lionfish brochure and video (pro/con list)-Exit Ticket: Which medium (brochure or video) had the most advantages/ pros? Which medium did you find most convincing? Was there a particular aspect or feature of that medium that convinced you? Explain your answers!Friday 1/24-Watch MLK's "I Have a Dream" speech-Read and annotate speech for word choice/ use of figurative language (click here for directions)-Small group discussion-Exit ticket: List one of Martin Luther King Jr.’s purposes for giving the speech. How did he use word choice or figurative language to achieve that purpose? Cite at least one example and explain.Quarter 3, Week 2Monday 1/13-Mystery Passages bell-work-Fill in graphic organizers analyzing the paragraph structure of "Maggots As Medicine"-Answer short answer questions about the structure of "Maggots As Medicine"Tuesday 1/14-Mystery Passages bell-work-Fill in graphic organizers analyzing the sentence structure of "Maggots As Medicine"-Quiz over article-Packet dueWednesday 1/15-Mystery Passages bell-work-Video notes on author's purpose-Identify author's purpose in example cardsThursday 1/16-Mystery Passages bell-work-Read "Lionfish" brochure and analyze author's purpose using author's purpose pyramid graphic organizerFriday 1/17-Mystery Passages packet due-Video notes on ethos, pathos, and logos-Analyze speaker's purpose in TedTalks using graphic organizerQuarter 3, Week 1Monday 1/6-Review classroom rules and procedures-Introduce new class reward system-Read about the history of the "New Years Resolution" and analyze context clues in the passageTuesday 1/7-Review informative writing process-Peer edit/revise peer samplesWednesday 1/8-District "Writing on Demand" Assessment of Informative Writing:-Read passages "On the Slopes of Mauna Loa, Hawaiian Island," "Volcanic Soils," and "How Many Active Volcanoes Are There?"-Receive informative writing prompt and begin planning essay-Type essay in SchoolCityThursday 1/9-Continue "Writing on Demand" AssessmentFriday 1/10-Continue "Writing on Demand" Assessment-If finished early, begin reading "Maggots As Medicine" ArticleQuarter 2, Week 10Monday 12/16-Informative Essay due-Class spelling beeTuesday 12/17-Unit 6 Vocab. Quiz-Opportunity for extra creditWednesday 12/18-Thursday 12/19-Quarter 2 DV ELA AssessmentFriday 12/20-Watch moviesQuarter 2, Week 9ESSAY SUBMISSION LINK: CLICK HERE*Tutoring to get help with the informative essay will be available Tuesday morning 8-8:30, Thursday after school 3:30-4, and Friday morning 8-8:30. Please let me know if you plan to attend. Scroll down the bottom of the page for links to writing resources.Monday 12/9
- Notes on citing and embedding evidence into your writing (click here)
- Select evidence for body paragraphs and write signal phrases/citations
- If done early, study Unit 6 vocab.
- Finish outline by adding warrant/explanation sentence for each piece of evidence
- Refer to sentence starters for help (click here)
- If done early, study Unit 6 vocab.
- Review how to setup document in MLA format (see example video if you were absent/need help)
- Begin typing rough draft
- If done early, study Unit 6 vocab.
- Rough draft due
- Self/peer edit according to rubric (click here) and checklist (click here); NOTE: parents/guardians may help support their child by using the checklist above to ensure their writing meets all necessary criteria and/or as the basis for editing/revising
- If done early, study Unit 6 vocab.
Upcoming due dates:
- Self/peer edit according to rubric and checklist
- Final draft due Monday 12/16 shared with me through GoogleDocs (to share, click the blue "share" button in the upper right hand corner, then type in my email Ally.Wojciechowski@dvusd.org, press enter, then send)
- If done early, study Unit 6 vocab.
Quarter 2, Week 8Monday 12/2
- Informative/Explanatory Essay Resources (due Monday, 12/16)
- Writing Prompt: click here
- Second Article/Source for Essay: click here
- Third Website/Source for Essay: Click here
- Organizational Strategies Notes: click here *Note: For this essay, use either main idea and details or cause/effect to organize essay
- Thesis Statement Sentence Starters: click here
- Hook/Bridges Notes: click here
- Unit 6 Vocab. Quiz Tuesday 12/17
- Quarter 2 District Reading Assessment (taken as an assessment grade) Wednesday-Thursday 12/18-12/19
- Bell-work: Unit 6 vocab.
- Class-work: Review informative/explanatory rubric; practice breaking down writing prompts using RAFT
- Home-work (if not finished during class): Break down writing prompt (click here) for informative essay due 12/16
- Bell-work: "Mystery Passages"
- Class-work: Notes on organizational strategies (click here); determine best organization for sample prompts
- Home-work (if not finished during class): Determine organization for informative essay due 12/16
- Bell-work: Unit 6 vocab.
- Class-work: Practice writing thesis statements (click here)
- Homework (if not finished during class): Write "working thesis" for informative essay due 12/16
- Bell-work: "Mystery Passages"
- Class-work: Notes on hooks and bridges/transitions (click here); practice writing hooks
- Home-work (if not finished during class): Write hook for informative essay due 12/16
*Progress reports were passed out last week on Friday 11/15 and are due signed to Mrs. W no later than Tuesday 11/19; if they are not returned the student will serve lunch detention.Quarter 2, Week 6 & 7Monday 11/18Classwork: Reading Inventory (scores used to determine HS placement)Homework: completing the sentence 1-10 in Unit 5 vocab. packetTuesday 11/19Bellwork: "Mystery Passages" packet (turn in when finished with day 5)Classwork: read and annotate "The Incredible Life if Louis Zamperini"Homework: study Unit 5 vocab.Wednesday 11/20Classwork: CFA (Common Formative Assessment) Part 1: students will be given the class period to read, annotate, and look up vocabulary in the articlesIf done early OR for homework: completing the sentence 11-20 in Unit 5 vocab. packetThursday 11/21Classwork: CFA Part 2 (take as a quiz grade): students will get their annotated articles back and will use them to take a SchoolCity assessmentIf done early OR for homework: review connotative language study set on Quizlet (click here)Friday 11/22Classwork: Unit 5 vocab. packet due and quiz (20 minutes); finish reading/annotating "The Incredible Life if Louis Zamperini"Monday 11/25Classwork: assign Unit 6 vocab. assignment; comprehension quiz over "Zamperini" article; further analyze use of figurative/connotative language in the articleHomework: begin studying Unit 6 vocab. wordsTuesday 11/26Classwork: watch video "The Great Zamperini" (click here) and complete viewing guide (turn in "Zamperini" packet by end of class)Homework: study Unit 6 vocab. wordsUnit 5 Vocab. Quiz will be on 11/22Quarter 2, Week 5Monday 11/11- No School; Veteran's DayTuesday 11/12Bell-work: complete bell-work in "Mystery Passages" packetClasswork: read and annotate "Benedict Arnold: Two Sides of a Bitter Coin"; comprehension check quiz (can use article)Homework: study Unit 5 vocab.; complete "choosing the right word" 1-10 in vocab. packetWednesday 11/13Bell-work: "choosing the right word" 11-20 in vocab. packetClasswork: complete graphic organizer for "Benedict Arnold: Two Sides of a Bitter Coin"Homework: study Unit 5 vocab.Thursday 11/14Bell-work: complete bell-work in "Mystery Passages" packetClasswork: analogies practice; review for testHomework: study Unit 5 vocab.; review for testFriday 11/15Classwork: test over "Compliance" and "Benedict Arnold" articles; complete synonyms and antonyms activity in vocab. packet*Outsiders Ch. 10-12 assignment due 11/6 (write a theme analysis paragraph using outline provided in class)*Outsiders extra credit opportunities: 1) dress up like a greaser or social on Wed. 11/6 2) write a "stay gold" letter to someone on campusMonday 11/4Bell-work: introduce Unit 5 vocab. words; read context clue passage in Unit 5 vocab. packetClass-work: myths, legends, and superstitions research projectHome-work: read Ch. 10-12 of The Outsiders; complete theme analysis paragraphTuesday 11/5Bell-work: receive new "Mystery Passages" bell-work packet and complete day 1Class-work: myths, legends, and superstitions research project (due by end of class) *click here for rubricHome-work: read Ch. 10-12 of The Outsiders; complete theme analysis paragraphWednesday 11/6Due: Outsiders theme analysis paragraph dueBell-work: complete definitions activity 1-10 for Unit 5 vocab.Class-work: read "Compliance" and annotate for the central idea; comprehension check over what you read (can use article on the quiz)Home-work: study Unit 5 vocab.Thursday 11/7Bell-work: "Mystery Passages" bell-work packet day 2Class-work: complete graphic organizer for article read yesterdayHome-work: study Unit 5 vocab.Friday 11/8Bell-work: complete definitions activity 11-20 for Unit 5 vocab.Class-work: complete graphic organizer for article read yesterdayHome-work: study Unit 5 vocab.*Unit 4 Vocab. Activities due 10/28 (checkpoints- to stay on track it, complete definitions and choosing the right word by Fri. 10/18 and synonyms/antonyms and completing the sentence by Fri. 10/25, then make corrections on vocab. packet after it is graded and study words prior to the quiz on 11/1; if you are completing Quizlet instead, you should do flashcards by Fri. 10/18, master the words on "learn" by 10/25, then complete one other practice activity by 10/28).*Unit 4 Vocab. Quiz 11/1Quarter 2, Week 3Monday 10/28All classes: Unit 4 vocab. duePer. 3, 4, and 7: Finding text evidence activity for "Apartheid in Africa"Per. 6: Read and annotate "Apartheid in Africa"; take comprehension quizTuesday 10/29All classes: Day 4 in "Mystery Passages" bell-work packet; write an objective summary for "Apartheid in Africa" (due tomorrow beginning of class)Wednesday 10/30All classes: Skills test over "Apartheid in Africa"; read and annotate "Modern Folklore" (for HW if you do not finish in class)Thursday 10/31All classes: Day 5 in "Mystery Passages" bell-work packet; introduce and begin Legends, Myths, and Superstitions Research Project (click here)Friday 11/1All classes: Unit 4 vocab. quiz; continue Legends, Myths, and Superstitions Research Project*Outsiders Ch. 8-9 assignment due 10/23 (read the assigned chapters and choose one of the following prompts 1) write a diary/journal entry personally responding to what you read and explaining how you felt during/after reading 2) write a letter to Ponyboy with what you would say to comfort him after the events he experiences in this section of the book)Quarter 2, Week 2Monday 10/21-Take social emotional survey-5 minutes to work on Unit 4 vocab.-Analyze development of main idea of article "Walkout!" using graphic organizerHW: finish anything not completed in class; study Unit 4 vocab.; work on Outsiders Ch. 8-9 assignmentTuesday 10/22-"Mystery Passages" (using context clues) bell-work-Watch "The Walkout Generation" and finish "Walkout!" packet (due end of class)HW: study Unit 4 vocab.; work on Outsiders Ch. 8-9 assignmentWednesday 10/23-Outsiders Ch. 8-9 assignment due beginning of class-5 min. to work on Unit 4 vocab.-Skills quiz over "Walkout!" (can use your article during the quiz)HW: finish anything not completed in class; study Unit 4 vocab.; start Outsiders Ch. 10-12 assignmentThursday 10/24-"Mystery Passages" (using context clues) bell-work-Read "The Sit-In Movement" and complete main idea graphic organizer (due end of class)-Exit ticket about the article "The Sit-In Movement"HW: study Unit 4 vocab.; work on Outsiders Ch. 10-12 assignmentFriday 10/25-5 minutes to work on Unit 4 vocab.-Read and annotate "Apartheid in Africa" (in one color, mark and define any unfamilar vocab. words; in another color highlight any information related to the key ideas: What is colonization? What is apartheid? What was Trevor Noah's experience growing up in South Africa during apartheid?)-Comprehension quiz over "Apartheid in Africa" (can use article on quiz)HW: finish anything not completed in class; study Unit 4 vocab.; work on Outsiders Ch. 10-12 assignmentQuarter 2, Week 1Monday 10/14- no schoolTuesday 10/15- district assessmentWednesday 10/16- continue district assessmentThursday 10/17 (half day for PTC)- begin Quarter 2 Pre-TestFriday 10/18 (half day)- continue Quarter 2 Pre-Test; begin lesson on central ideas if time allowsYou can locate audio for The Outsiders on YouTube, such as this one*Quarter 1 Comprehensive Test (click here for study guide)*Unit 3 vocab. quiz on 10/11Monday 10/7-Outsiders Ch. 6-7 HW and Unit 3 Vocab. Activities due-Watch "Tell-Tale Heart" animated movie and complete plot diagram and characterization graphic organizer in flip-bookTuesday 10/8-Review what a symbol is-Second read of "The Tell-Tale Heart" and symbol analysis page in flip-bookWednesday 10/9-POV and dramatic irony worksheet for "The Tell-Tale Heart"Thursday 10/10-Quarter 1 Comprehensive TestFriday 10/11-Unit 3 Vocab. Quiz-Last day to turn in any late/missing/makeup work*The Outsiders Ch. 6-7 Assignment (click here) due October 7th*Unit 3 vocab. activities due by 10/7Quarter 1, Week 9Wednesday 10/2-5 min. to work on Unit 3 vocab.-Video Notes on Types of Irony (click here)-Graphic Organizer (click here)Thursday 10/3-5 min. to work on Unit 3 vocab.-Graphic OrganizerFriday 10/4-5 min. to work on Unit 3 vocab.-Background/pre-reading activities for "The Tell-Tale Heart"Portfolio Assignment (click here): Instead of a notebook check, students will compile a portfolio of their best classwork, homework, or optional extension assignments to demonstrate that they have mastered our current standards/skills. They will also write a reflection about what they have learned in this unit.Quarter 1, Week 8 (September 23rd-27th)Unit 3 vocab. assigned Mon. 9/23 (definitions activity will be checked 10/2; choosing the right word, syn./ant., and completing the sentence OR Quizlet activities checked 10/7; quiz on 10/10)All classes Mon.-Thurs.: narrative techniques mini-lessons + work time on 3 Wishes NarrativeAll classes Fri.: portfolio due; type 3 Wishes Narrative final draft and submit to SchoolCity by end of class*The Outsiders Ch. 4-5 Assignment (click here AND here) due September 18th; directions: in the center of the multi-flow map, write "the fight in the park"; on the left side of the multi-flow map, fill in causes for the fight, and on the right side of the multi-flow map, fill in effects of the fightQuarter 1, Week 7 (September 16th-20th)Click here for "The Monkey's Paw" notes & vocab.Click here for 3 Wishes Narrative Writing Assignment (due next Friday 9/27)*The Outsiders Ch. 2-3 Assignment (click here) due September 4thQuarter 1, Week 4 (August 26th-August 30th)Please click here for the printable agenda for the week. Please remember to check your specific class period. Not all classes are on the same lesson on the same day.Quarter 1; Week 3 (August 19th-23rd)*The Outsiders Ch. 1 Assignment (click here)Please click here for printable agenda (please note, not all class periods are on the same lesson the same day; be sure to check your class period's schedule).Quarter 1; Week 2 (August 12th-17th)Monday 8/12All Classes: Turn in "My Story" One-Pager; take Reading Inventory (RI); sign up for Quizlet using class code and study Unit 1 vocabulary wordsTuesday 8/13Adv. ELA: Take test over summer reading; set up ISNsELA: Bell-work; finish setting up ISNs if needed; read "What to Bring" and use SQ3R strategy (graphic organizer) to identify the central idea; graphic organizer goes in ISNWednesday 8/14Adv. ELA: Time to study vocab.; read "What to Bring" and use SQ3R strategy (graphic organizer) to identify the central idea; graphic organizer goes in ISNELA: Time to study vocab.; read and annotate "Hello, My Name Is ____" to infer the central idea; annotated article goes in ISNThursday 8/15Adv. ELA: Bell-work; read and annotate "Hello, My Name Is ____" to infer the central idea; annotated article goes in ISNELA: Bell-work; determine the relationship between the story's plot and theme in "Hello, My Name Is ____"; graphic organizer goes in ISNFriday 8/16Adv. ELA: Time to study vocab. and work on The Outsiders Ch. 1 Assignment (due Wednesday)ELA: Time to study vocab. and work on The Outsiders Ch. 1 Assignment (for Per. 4 and 7 due Tuesday; for Per. 6 due Wednesday)Summer ReadingPlease click here for the instructions to the advanced 8th grade ELA summer reading assignment. If at any point you need help/have questions, do not hesitate to email me or message me through Remind101.Quarter 1; Week 1 (August 7th-9th)Wednesday, 8/7All Classes: Review MS Handbook, ELA syllabus, and class proceduresHomework: Complete "My Story One-Pager"Thursday, 8/8All Classes: Continue reviewing ELA syllabus, and class proceduresFriday, 8/9All Classes: Set up Interactive Student Notebooks (ISNs)*Important: You will need a copy of The Outsiders by next week (week of August 12th) in order to begin our first novel study.
- Bell-work: Unit 6 vocab.
- Class-work: Practice writing bridges/transitions
- Home-work (if not finished during class): write full intro paragraph and begin to map out body paragraphs