• 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:
    • 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 
    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:
    • 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 
    For absences exceeding one week, work must be obtained from the teacher and a new due date will be discussed (exceptions being long-term projects of which the student was aware before their absence). Per district policy, students have 2 school days per day absent to makeup any missed work; however, students MUST take initiative to obtain the work immediately following the absence. THANK YOU!  
  •  
    Current/Upcoming Assignments 
     
    Looking to raise your grade? Click here for extra credit opportunities. 
     
    Quarter 3, Week 8
     
    Monday 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 Revere
     
    Tuesday 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 information 
     
    Wednesday 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 tomorrow 
     
    Thursday 2/26 
    -CFA Part 2: re-read/review articles from yesterday, watch Titanic video materials (click here), and answer assessment questions on SchoolCity 
     
    Friday 2/27 
    -Re-teaching/ catch up day 
    -Extension/ extra credit opportunities 
  • Previous Assignments 

     
     
    Quarter 3, Week 7
     
    Monday 2/17- No school- President's Day
     
    Tuesday 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 paragraph 
     
    Wednesday 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 analysis 
     
    Thursday 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 1:30-7pm  
     
    Friday 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 6
     
    Kahoot Link for DSS: click here
     
    Monday 2/10 
    -Read "Should You Eat Like a Caveman?"; cite evidence to support inferences about the text; comprehension quiz
     
    Tuesday 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 passage  
     
    Friday 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 5
     
    Kahoot Link for DSS: click here
     
    Monday 2/3
    -Argument essay prompt/brainstorm (click here)
    -Finish gathering evidence/outline for argument essay
     
    Tuesday 2/4
    -Continue outlining/write rough draft for argument essay 
     
    Wednesday 2/5
    -Continue writing rough draft/edit and revise rough draft of argument essay 
     
    Thursday 2/6
    -Begin typing argument essay on computer 
     
    Friday 2/7
    -Finish typing argument essay on computer (due today on SchoolCity); taken as a writing grade 
     
    Other writing help/notes:
     
    Quarter 3, Week 4
     
    Kahoot Link for DSS: click here
     
    Monday 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 article  
     
    Tuesday 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 early 
     
    Wednesday 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 articles 
     
    Thursday 1/30
    -Author visit by Roland Smith before lunch; modified schedule after lunch (40 minute classes) 
    -Notes- claims and counterclaims 
    -Activity- recognizing counterclaims 
     
    Friday 1/31
    -Introduce argumentative topic/prompt 
    -Choose sides/make initial claim 
    -Begin annotating articles to find evidence to support claim
     
     
    Quarter 3, Week 3
     
    Monday 1/20- no school
     
    Tuesday 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 2
     
    Monday 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 due 
     
     
    Wednesday 1/15 
     
    -Mystery Passages bell-work
    -Video notes on author's purpose 
    -Identify author's purpose in example cards 
     
    Thursday 1/16
    -Mystery Passages bell-work
    -Read "Lionfish" brochure and analyze author's purpose using author's purpose pyramid graphic organizer 
     
    Friday 1/17
     
    -Mystery Passages packet due 
    -Video notes on ethos, pathos, and logos
    -Analyze speaker's purpose in TedTalks using graphic organizer 
     
    Quarter 3, Week 1
     
    Monday 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 passage 
     
    Tuesday 1/7
    -Review informative writing process 
    -Peer edit/revise peer samples  
     
    Wednesday 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 SchoolCity 
     
    Thursday 1/9 
    -Continue "Writing on Demand" Assessment
     
    Friday 1/10
    -Continue "Writing on Demand" Assessment
    -If finished early, begin reading "Maggots As Medicine" Article 
     
     
     
     
    Quarter 2, Week 10
     
    Monday 12/16 
    -Informative Essay due
    -Class spelling bee 
     
    Tuesday 12/17
    -Unit 6 Vocab. Quiz 
    -Opportunity for extra credit
     
    Wednesday 12/18-Thursday 12/19
    -Quarter 2 DV ELA Assessment 
     
    Friday 12/20
    -Watch movies 
     
    Quarter 2, Week 9 
     
    ESSAY 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. 
    Tuesday 12/10 
    • 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.
    Wednesday 12/11 
    Thursday 12/12
    • 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. 
    Friday 12/13
    • 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. 
     
    Upcoming due dates: 
    • 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
     
    Quarter 2, Week 8 
     
    Monday 12/2
    • 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 
    Tuesday 12/3
    • 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 
    Wednesday 12/4
    • 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 
    Thursday 12/5 
    • 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 
    Friday 12/6 
    • 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 
     
     
    *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 & 7
     
    Monday 11/18
    Classwork: Reading Inventory (scores used to determine HS placement) 
    Homework: completing the sentence 1-10 in Unit 5 vocab. packet 
     
    Tuesday 11/19
    Bellwork: "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 11/20
    Classwork: CFA (Common Formative Assessment) Part 1: students will be given the class period to read, annotate, and look up vocabulary in the articles
    If done early OR for homework: completing the sentence 11-20 in Unit 5 vocab. packet
     
    Thursday 11/21
    Classwork: CFA Part 2 (take as a quiz grade): students will get their annotated articles back and will use them to take a SchoolCity assessment
    If done early OR for homework: review connotative language study set on Quizlet (click here)
     
    Friday 11/22
    Classwork: Unit 5 vocab. packet due and quiz (20 minutes); finish reading/annotating "The Incredible Life if Louis Zamperini" 
     
    Monday 11/25
    Classwork: assign Unit 6 vocab. assignment; comprehension quiz over "Zamperini" article; further analyze use of figurative/connotative language in the article 
    Homework: begin studying Unit 6 vocab. words 
     
    Tuesday 11/26
    Classwork: watch video "The Great Zamperini" (click here) and complete viewing guide (turn in "Zamperini" packet by end of class)
    Homework: study Unit 6 vocab. words 
     

     

    Unit 5 Vocab. Quiz will be on 11/22
     
    Quarter 2, Week 5
     
    Monday 11/11- No School; Veteran's Day
     
    Tuesday 11/12 
    Bell-work: complete bell-work in "Mystery Passages" packet 
    Classwork: 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. packet 
     
    Wednesday 11/13
    Bell-work: "choosing the right word" 11-20 in vocab. packet 
    Classwork: complete graphic organizer for "Benedict Arnold: Two Sides of a Bitter Coin"
    Homework: study Unit 5 vocab. 
     
    Thursday 11/14
    Bell-work: complete bell-work in "Mystery Passages" packet 
    Classwork: analogies practice; review for test
    Homework: study Unit 5 vocab.; review for test   
     
    Friday 11/15
    Classwork: 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 campus 
     
    Monday 11/4
    Bell-work: introduce Unit 5 vocab. words; read context clue passage in Unit 5 vocab. packet 
    Class-work: myths, legends, and superstitions research project 
    Home-work: read Ch. 10-12 of The Outsiders; complete theme analysis paragraph  
     
    Tuesday 11/5
    Bell-work: receive new "Mystery Passages" bell-work packet and complete day 1 
    Class-work: myths, legends, and superstitions research project (due by end of class) *click here for rubric
    Home-work: read Ch. 10-12 of The Outsiders; complete theme analysis paragraph  
     
     
    Wednesday 11/6
    Due: Outsiders theme analysis paragraph due 
    Bell-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 11/7 
    Bell-work: "Mystery Passages" bell-work packet day 2
    Class-work: complete graphic organizer for article read yesterday
    Home-work: study Unit 5 vocab. 
     
    Friday 11/8 
    Bell-work: complete definitions activity 11-20 for Unit 5 vocab. 
    Class-work: complete graphic organizer for article read yesterday
    Home-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 11/1
     
    Quarter 2, Week 3
     
    Monday 10/28
    All classes: Unit 4 vocab. due 
    Per. 3, 4, and 7: Finding text evidence activity for "Apartheid in Africa"
    Per. 6: Read and annotate "Apartheid in Africa"; take comprehension quiz 
     
    Tuesday 10/29
    All classes: Day 4 in "Mystery Passages" bell-work packet; write an objective summary for "Apartheid in Africa" (due tomorrow beginning of class)
     
    Wednesday 10/30
    All classes: Skills test over "Apartheid in Africa"; read and annotate "Modern Folklore" (for HW if you do not finish in class)
     
    Thursday 10/31
    All classes: Day 5 in "Mystery Passages" bell-work packet; introduce and begin Legends, Myths, and Superstitions Research Project (click here)
     
    Friday 11/1
    All 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 2
     
    Monday 10/21
    -Take social emotional survey 
    -5 minutes to work on Unit 4 vocab. 
    -Analyze development of main idea of article "Walkout!" using graphic organizer 
    HW: finish anything not completed in class; study Unit 4 vocab.; work on Outsiders Ch. 8-9 assignment 
     
    Tuesday 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 assignment 
     
    Wednesday 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 assignment 
     
    Thursday 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 assignment 
     
    Friday 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 assignment 
     
    Quarter 2, Week 1 
     
    Monday 10/14- no school
    Tuesday 10/15- district assessment 
    Wednesday 10/16- continue district assessment 
    Thursday 10/17 (half day for PTC)- begin Quarter 2 Pre-Test 
    Friday 10/18 (half day)- continue Quarter 2 Pre-Test; begin lesson on central ideas if time allows 
    You 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 10/11
     
     
    Monday 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-book
     
    Tuesday 10/8
    -Review what a symbol is 
    -Second read of "The Tell-Tale Heart" and symbol analysis page in flip-book
     
    Wednesday 10/9 
    -POV and dramatic irony worksheet for "The Tell-Tale Heart" 
     
    Thursday 10/10 
    -Quarter 1 Comprehensive Test 
     
    Friday 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 10/7
     
    Quarter 1, Week 9
     
    Wednesday 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 Organizer 
     
    Friday 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 Narrative 
    All 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 fight
     
    Quarter 1, Week 7 (September 16th-20th) 
     
    Please click here for the printable agenda for the week. 
     
    Click here for "The Monkey's Paw" notes & vocab. 
     
    Click here for 3 Wishes Narrative Writing Assignment (due next Friday 9/27)
     
    Please click here for the printable agenda for the week. 
     
    *The Outsiders Ch. 2-3 Assignment (click here) due September 4th
     
    Quarter 1, Week 5 (September 3rd-6th) 
     
    Please click here for the printable agenda for the week. 
     
    Links for notes/assignments: 
    -notes on RL3 & SWBTS (click here)
    -SWBTS Graphic Organizer (click here)
    -YouTube video "Lava" (click here) and "The Box" (click here)
    -"They're Made Out of Meat" (click here)
     
    Quarter 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 8/12
    All Classes: Turn in "My Story" One-Pager; take Reading Inventory (RI); sign up for Quizlet using class code and study Unit 1 vocabulary words 
     
    Tuesday 8/13
    Adv. ELA: Take test over summer reading; set up ISNs 
    ELA: 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 ISN 
     
    Wednesday 8/14
    Adv. ELA: Time to study vocab.; read "What to Bring" and use SQ3R strategy (graphic organizer) to identify the central idea; graphic organizer goes in ISN 
    ELA: Time to study vocab.; read and annotate "Hello, My Name Is ____" to infer the central idea; annotated article goes in ISN
     
    Thursday 8/15
    Adv. ELA: Bell-work; read and annotate "Hello, My Name Is ____" to infer the central idea; annotated article goes in ISN
    ELA: Bell-work; determine the relationship between the story's plot and theme in "Hello, My Name Is ____"; graphic organizer goes in ISN 
     
    Friday 8/16 
    Adv. 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 Reading
    Please 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, 8/7
    All Classes: Review MS Handbook, ELA syllabus, and class procedures 
    Homework: Complete "My Story One-Pager" 
     
    Thursday, 8/8 
    All Classes: Continue reviewing ELA syllabus, and class procedures
     
    Friday, 8/9
    All 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.