Week of January 13, 2020Posted by Lisa Shaw on 1/13/2020 2:30:00 PM
- MavMark: Hero Unit Vocabulary Word of the Day – Definition Mapping of vocabulary and how it connects to the unit. Student Teacher will model the strategy – the model will be posted on classroom blog - L.8.4 , RI.8.3 - (12 mins. ) Vocab Words: Civil Rights, Segregation, Jim Crow, Boycott, Hero
- Chapter 2 of Witness to Freedom – Brown vs. Board of Education (Profile on Spottsword Bolling) - Oral Read (Whole Class Reading)
- Formative Assessment RI.8.2, RI.8.4, RI.8.1 (MasteryConnect.com) "The Fight for What's Right" and "Changemaker" from Scope Magazine Dec.2017/Jan.2018 - 15mins. - 6 questions
- Hero Unit: Graphic Organizer(Reading Log) – Students create word document for Chapter 1 of Witnesses to Freedom[teacher to model]: Barbara Johns – Post key points of the chapter (who, what, when, where, why); then specifically "what makes people (individuals) act heroically?" RI.8.1, RI.8.3
- MavMark: Definition Map Vocabulary for Ch. 2 of Witnesses to Freedom L. 8.4, RI. 8.4 (Supreme Court [Bown v. Board of Education, Plessy v. Ferguson], deteriorating, integration . 20 minutes
- Read: Whole Class – Chapter 2 "Brown v. Board of Education" Profile: Spottswood Bolling, Jr. - Graphic Journal (Reading Log) of Chapter 2 in Witnesses of Freedom RI.8.1, RI.8.3, RI.8.4 .
- Small groups: organize and enter the significant points from Chapter 2 and add to own individual Reading Log – 15 minutes
- Independent Reading: "Who was Jim Crow?" Newsela informational article 3/10/19 - 12- 15 mins.
- Independent Response: RI.8.2, RI.8.3 multiple choice formative (10-12 mins.) "Jim Crow Laws"
- Library – check-out (15 mins.)
- MavMark: Definition Mapping Vocabulary Chapter 3 – L. 8.4, RI.8.4 desegregation, reprimand, National Guard
- Whole Class: Listen to poem "This is Not a Small Voice" by Sonia Sanchez performed by April Wells (2 mins.)
- Small Groups: TP-CASTT "This is not a Small Voice" (15 mins.) RL.8.4, RL.8.1
- Independent Reading: Chapter 3 Witnesses to Freedom "The Little Rock Nine" pp. 18-27 – 15 mins.
- Pair: Organize and add significant points to your own Reading Log from Chapter 3
- Formative Assessment: "This is not a Small Voice" multiple choice assessment
- Homework: complete Chapters 2-3 Definition Maps
- MavMark: Chapter 4 Vocabulary Definition Mapping L. 8.4, RI.8.4 [protest, lawsuit, prejudice/discrimination, civil rights movement] - 15 mins.
- Whole Class: Read Chapter 4 of Witnesses to Freedom "Montgomery Bus Boycott" pp. 28-39 – 15 mins.
- Small Groups: Organize and add Key points to Graphic/Reading Log (12-15 mins.) RI.8.1, RI.8.4
- Independent: Read "Living His Dream: A New Gerneration Fights..." informational text from Newsela 1/17/19 (15 mins.
- Independent: Formative - 4 questions RI.8.1, RI.8.3
- Homework: Complete Chapter 5 Vocabulary Definition Map – Terms and definitions are on Classroom Blog PPT [sit-in, Freedom Singers, demonstration] Be prepared so we can begin PEER Grading tomorrow!!
Honor Roll Field Trip
- MavMark: Read Chapter 5 of Witnesses to Freedom "The Sit-In Movement" and complete Definition Map (Homework) 10 mins. L. 8.4, RI.8.4
- Groups: Organize and add key points from Chapter 5 to Graphic Organizer "Why do People Act Heroically" (15 mins.) RI.8.4, RI.8.1
- Pair: Peer Grading of Definition Maps from Week using one Rubric per term. 20 mins. - Turn in
- Read Independently: "Harmony in Botswana..." Newsela 2/8/19 article RI.8.2, RI.8.4
- Independent: Formative Assessment
Week of December 16, 2019Posted by Lisa Shaw on 12/16/2019 10:30:00 AM
Writing: CASE 21 Benchmark - W.8.2 adapted from "The Story of Grace Darling" . Informational/Literature
Write informative/explanatory texts to examine topic and convey ideas and information using relevant content.
Whole Class: We will read the passage and write introduction - PRE WRITE / USE "SAY, MEANS, MATTERS" STRATEGY
BRIEF VIDEO DISUSSING INTRODUCTION WRITING
(Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information through the selection, organization and analysis of relevant content.
Finish writing body and conclusion of "Grace Darling" essay
Prompt 2 of CASE 21 Winter Benchmark
Independent writing W.8.2 Informational/non-fiction
Read "The Gift of the Magi"
Powerpoint: O. HENRY – AUTHOR BIO
Take a look at our literary elements from this short story/drama
Writing: from The Gift of the Magi by O. Henry
Writing Prompt from Gift of the Magi by O. Henry
Week of December 2, 2019Posted by Lisa Shaw on 12/2/2019 9:30:00 AM
- MavMark: Read "from Katherine Stinson" - passage from Fall Case 21- Ri.8.1, 8.2, 8.3, 8.5, 8.6, 8.7, 8.8; L.8.4, L.8.5
- Groups: Discuss questions/determine DOK level of question stems
- Use variation of "Bull's Eye" strategy to compete with groups to analyze answer choices and correct/incorrect answers - (competition)
- Discuss School Book Fair and watch book trailers: Book Fair starts Wednesday, 12/4/19; Our Class will attend Friday, 12/6/19
- Read "Dying to be Strong" by Elizabeth Foy Larsen: Reading- Informational - Science (Ri.8.3, Ri.84, Ri..5)
- Each group prepare 4 questions using task cards with DOK levels and samples to construct a formative for the text
- MavMark: Read "Madge Morton's Plan" (RL.8.1-RL.8.6) Reading Literature - Prose
- Groups: Discuss questions/Determine DOK level of questions
- Use Bull's Eye strategy to discuss and analyze answer choices (50/50; distractor, etc.)
- Completion of group formatives of "Dying to be Strong"
- Formative: Ri.8.3: "How Different (Bow) Strings…"(Mastery Connect)
- Feedback and Item Analysis of Formative
- MavMark: Read "Sailing on the Balmoral in the Path of the Titanic" - Reading Informational - Social Studies Ri.8.1-8.6; L.8.4
- Groups: Discuss questions and DOK level question stems
- Bull's Eye strategy to analyze the answer choices and incorporate movement
- Formative Assessment: Student created Formative of "Dying to be Strong"
- Discuss Item Analysis of "Dying to be Strong"
Unit 2 Summative Assessment 2 on Informational Standards
Friday, 12/6/f19: Book Fair
- MavMark: Complete Entrance Ticket [Twitter tweet regarding what you learned this week]
- Writing: Mississippi Writing Rubric - Score Informative Essay Samples on Development of Ideas
- Read Passage and break down Informational prompt - discuss pre-writing strategies
- Begin draft of essay
Week of November 18, 2019Posted by Lisa Shaw on 11/18/2019 6:35:00 PM
Monday, 11/18/19 - LIBRARY DAY
- MavMark: Use TP-CASTT Poetry Analysis Strategy to analyze the poem "The Census Taker" by Robert Frost RL. 8.1, RL.8.2, RL.8.3
- Read independently: 5 mins.
- T-title; P-paraphrase in groups (5 mins.)
- C-A-S-T-T – Groups [Connotation, Attitude, Shifts in Tone, Title, Theme] 2 MINUTES TO ANALYZE PER ROUND/ AND 1 MINUTE TO RESPOND PER ROUND
- Each group will share their response
- Post Responses on white board (Sticky Note Responses)
- Review FALL CASE 21 BENCHMARK: "The Census Taker" . Questions 10-15 – answer questions with group/analyze after TP-CASTT breakdown
- MAVMark: Read informational Text "High Court Reviews Insanity Defense Case" RI.8.1, RI.8.2, RI.8.3, RI.8.4
- Use "Note Passing" Strategy to analyze the text- Teacher will model the strategy and practice with the first round
- Answer 4 multiple choice formative questions – commonlit.org (RI.8..4, RI.8.1, RI.8.2)
- Respond to Writing Prompt: Use ACES: RI.8.3 - Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories) 10 – 15 minutes
- Formative: MasteryConnect Lockdown Browser: "Stopping By the Wood on a Snowy Evening" by Robert Frost RL.8.4, RL.8.3- 4 Questions
- Review Item Analysis of Formative and discuss results
- MavMark: Read the informational text: "Dying to be Strong" by Elizabeth Foy Larsen"
- Independently read – 10 –12 mins. (RI.8.3, RI.8.4, RI.8.5)
- Use "Note Passing" Strategy to analyze the text – 10 minutes
- Formative Assessment: RI.8.3 - "How Different (Bow) Strokes..."
- Review Item Analysis of Formative and discuss results
- Pre-reading video to the short story "Ruthless" RL.8.7
- Introduction to story with video about materialism
- Read the short story "Ruthless" by William DeMille
- Groups: discussion of short story
- Groups: Written response - RL.8.3 - Share with Class
- MavMark: Read the poem "Immunity" by Kim Roberts
- Use TP-CASTT to analyze the poem (independently) 10 minutes RL.8.1, RL.8.3, RL.8.4
- Answer 4 multiple choice and 1 written response from "Immunity" on commonlit.org
- Class vote (fist or five) on best-written response – 20 minutes
- Poetry Formative #2 "The Dreams" - 10 questions RL.8.1, 2, 3, 4
- MasteryConnect Lockdown Browser
- 30 –40 minutes
- Begin reading the short story "Blue" by Francesca Lia Block as assigned on commonlit.org RL.8.1, 2, 3, 5
Friday, 11/22/19 - Day of the Arts
- MavMark: Answer questions from "Blue"
- Commonlit.org Pre-Assessment
- Mini-articles/passages with RI. And RL. Practice questions for formative analysis
- Writing: Blogpost – The Landlady
Week of November 11, 2019Posted by Lisa Shaw on 11/11/2019 6:10:00 PM
Monday, 11/11/19 - B Day - Veteran's Day
GMS Veteran's Day Program
- MavMark: Read excerpt from The Jungle Book by Rudyard Kipling (12 mins.)
- Use TP-CASTT Poetry Strategy to analyze "Music in Camp" by John Reuben Thompson
- Partners: Stanza by Stanza paraphrase; analysis
- (15-20 mins.) RL.8.3, RL.8.4, RL.8.1
- Review/Discuss standards for Re-take of Unit 2 Summative Assessment
Tuesday, 11/12/19 - A Day
- MavMark: With a Partner: Determine the standard AND answer questions 9-11b from excerpt from The Jungle Book by Rudyard Kipling (L.8.5, RL.8.3, L.8.6, RL.8.1, RL.8.4) 10 minutes
- Partners will Teach each question to review the MavMark: (7-9 mins.)
- Re-take of Unit 2 Summative Assessment (45-5 minutes) (RL. Standards RL.8.1, RL.8.2, Rl.8.3, RL.8.6)
- After Assessment, complete "Our Beautiful Town is Gone" letter (both draft and final) - Submit final on CANVAS – final due 11/13/19 by 11:00 p.m.; then
- Complete "Skull Mountain Writing" activity: CANVAS – from last Thursday/Friday - Final due 11/14/19 by 8:00 p.m. You must turn in parent permission form in order to enter the Scope Contest! Deadline is Friday the 15th.
Wednesday, 11/13/19 - B Day
- MavMark: Partners: Determine the Standard and answer questions 12-14 from Jungle Book excerpt – 10 mins.
- Teach the questions: Volunteers for teaching the MavMark – 8-10 mins.
- Begin reading short story The Landlady by Roald Dahl
- Discuss Key Ideas: "When something sounds too good to be true, it probably is," and " You should trust your instincts when things are not as they seem."
- Review Vocabulary/meanings of words as they are used in text: L.8.4 and RL.8.4
- Whole Class reading – annotating with "stop and jot" strategy
- MavMark: Partners: Determine the standard and answer questions 15-17b from Jungle Book excerpt
- Student teachers present/teach the questions using strategies given to them by the teacher
- Finish reading "The Landlady"
- Complete Text-Dependent Questions in Groups:
- Create Evidence Chart to Enter EVIDENCE-BASED ANSWERS 20 mins.
- "Speed Dating" Strategy for sharing/critical analysis of passage – 20 mins.
- Pre-Writing: What is style? Circle Map
- Model and begin pre-write
- MavMark: Partners: Determine standard and answer questions 18-19 from Jungle Book excerpt – 8 mins.
- Partner Teachers – 8 mins.
- Writing: Complete Pre-writing Activity
- W.8.2: Write informative/explantaory texts to examine and convey ideas and information using relevant content.
- WRITING FOCUS: DEVELOPMENT OF IDEAS
- MAAP WRITING RUBRIC
- PROMPT BREAKDOWN
Week of November 4, 2019Posted by Lisa Shaw on 11/4/2019 8:30:00 PM
- MavMark: Answer Questions 21-24 from "The Worst Hard Time" - Record on Answer Document (10 mins.) . RL.8.1, RL.8.3, RL.8.5, RL.8.6
- Review MAVMark and Standards
- Continue and Complete Argument Presentations (Lamb to the Slaughter) SL.8.4/W.8.1
- Introduce Poetry Analysis Strategy: TP-CASTT using poem "What My Father Said" by Alan King (RL.8.1, RL.8.2, RL.8.3, RL.8.4)
- Quiz: "What My Father Said"
- Summative Assessment: RL Standards: RL.8.1, Rl.8.2, RL.8.3, Rl.8.6
- 22 questions/4 passages
- MavMark: Read Passage: "I Like the Buss" by Julie Beck (whole class)
- Determine the standards for question numbers 1 – 8 and write out the "I Can" statement for each (15 mins.) Reading Informational (partners)
- Read "Our Beautiful Town is Gone" Scope Magazine October 2019
- Complete Central Ideas and Details Activity
- Be sure to explain each of your answers in DETAIL!
- Summarizing: Complete the "pre-writing" summarizing activity. This must be completed before you draft the FINAL!
- Write the FINAL objective Summary on the paper provided using proper grammar, usage, and mechanics! Spelling Counts! Turn both the pre-writing and final in for a QUIZ grade!
- After summary is complete, begin the Friendly Letter Pre-Writing (Sympathy Letter)
- MavMark: Answer Questions 1-8 from "I Like the Bus" by Julie Beck - 10- 12 mins.
- Student Assistant will "teach" and go over the correct answer for each question! (10 mins.)
- Letter Activity – MUST COMPLETE DRAT AND THEN TYPE THE FINAL IN WORD ONLINE AND UPLOAD TO CANVAS (BEAUTIFUL TOWN FRIENDLY LETTER) 30 MINS. (W.8.4)
- Quiz: Nonfiction Quiz: "Our Beautiful Town is Gone" (20-30 mins.)
- 6 multiple Choice Question: Read carefully! RI.8.2, Ri.8.4, RI.8.5
- Answer the two short answer questions using A.C.E.S. - Use your own notebook paper and staple to the quiz!
- MasteryConnect: Formative: "Stopping by the Woods on a Snowy Evening"
- Use TP-CASTT to analyze the poem and answer the questions
- RL.8.4; 4 questions
- (20 MINS.)
- MavMark: Read Excerpt from "The Jungle Book" by Rudyard Kipling
- Class read (10 mins) . Keep passage in MavMark section of binder
- Read non-fiction article from Scope "Climbing Skull Mountain"
- Independent read (RL.8.3)
- Complete Character Development Activity (Pre-writing) - independent
- Answer the Short Answer Question from "Climbing Skull Mountain" (side 2)
- Respond to Prompt and type in Word online (Upload to CANVAS)
- "Skull Mountain Contest" 30 MINS.
- Have the Skull Mountain Contest form signed by your parent and return on Monday, 11/11/19. We will mail entries on Wednesday, 11/13/19 to Scope Magazine (W.8.4)
Week of October 28, 2019Posted by Lisa Shaw on 10/28/2019 10:00:00 AM
RI.8.8, W.8.1, RL.8.1, RL.8.2, RL.8.3, RL.8.6
Monday, 10/28/19 (Honor Roll Field Trip)
- MavMark: Read "The Worst Hard Time" by Timothy Egan
- Keep Passage in MavMark Section of Binder
- 1st/5th : Film Version of Lamb to the Slaughter
- RL.8.7: How faithfully does the film stay to the text version of the story?
- RL.8.3: Notice the contrast of Patrick's character in the film vs. Text
- Assignment of Prosecution and Defense Teams for Argument Essay Writing/Mock Trial
- Assignment/Evidence Packets and discussion of process
- Begin Research for arguments (30-45 mins.)
- MavMark: Determine the standard for Questions 12-15 of The Worst Hard Time
- Record Answers on Answer Document (in groups) 15 minsl
- Research Time/Evidence for Argument Essay (20 mins.)
- Review Irony
- Formative Assessment of RL.8.1, RL.8.2, RL.8.3, RL.8.6 (30 mins.)
- Independent Research/Drafting of Argument essay after completion of Formative (20 mins)
- MavMark: Answer Questions 12-15 from The Worst Hard Time
- Record Answers on your Answer Document (10 mins.
- Review Formative Assessment Item Analysis (10 mins.)
- Complete Argument Essay Draft – Final due tomorrow! Upload in CANVAS
Thursday, 10/31/19 PEP RALLY
- MavMark: Determine Standards for Questions 16-20 from The Worst Hard Time
- Write in the form of "I Can" Statement - 12 mins.
- Peer Review Argument Essay: Color Code the Claim/Evidence/Counterclaim/Rebuttal
- Witness Prep for Mock Trial: 30 mins. Be prepared with questions/answers and evidence! A time limit will be placed on witness evidence!
- All argument essays must be uploaded to CANVAS! You may have a copy of your essay to use in your opening/closing argument or your witness questioning!
- MavMark: Answer questions 16-20 and record answers on answer document
- Turn answer document in
- Classroom Mock Trial: Be prepared to share your argument!
- MavMark: Read "The Worst Hard Time" by Timothy Egan
Week of October 21, 2019Posted by Lisa Shaw on 10/21/2019 11:30:00 AM
RL.8.3, RL.8.6, L.8.4, W.8.1, a, b, c; RI.8.8, RL.8.1, RL.8.2
Monday, October 21, 2019
- MAVMark: Read "from My Antonia"
- T-Chart the Standards for the day - RL.8.3 and RL.8.6
- Read Lamb to the Slaughter
- Complete CANVAS Characterization Discussion in small groups (Mary and Patrick)
- RL.8.3: Analyze how lines of dialogue or plot events propel action or reveal aspects of a character or provoke a decision
- Irony Kahoot - Review
Tuesday, October 22, 2019
- MAVMark "from My Antonia" Determine the Standard of each question (1-6) and write out the "I Can" statement for each
- Answer Questions 1-6 "from My Antonia"- place answers on answer document
- Word Café Activity with Character Analysis Questions (Lit Groups) Rotations
- Characterization of Mary and Patrick Maloney
- Dramatic Irony in the short story
- RL.8.6 Formative 1
Wednesday, October 23, 2019
- MavMark: Review Answers to Questions 1-6
- Review Argument Essay Notes and Outline
- Argument Essay Writing: Argument Essay Organization Challenge - Class Literature Groups will put together and organize the essay "Should schools be in session year around?"
- Use "Metal Bats" as model
- Give Mock Trial Directions/Format
- Assign Prosecution and Defense Teams for Argument Essay Writing for Mock Trial
- Research for Law in Mock Trial assignment
Thursday, October 24, 2019
- MavMark: Determine the Standard for questions 7-11 of "from My Antonia"
- Review Fall CASE 21 – passage 1 (in literature circles) and analyze data from the passage/benchmark
- Writing: Research for mock trial (20 mins.)
- Begin draft of Argument essay for Mock Trial
- Determine Witness lists for teams (prosecution and defense)
Friday, October 25, 2019
- MavMark: Answer Questions 7-11 of "from My Antonia"
- Review Answers of 7-11
- Turn in MavMark Weekly Check sheet
- Continue draft of Argument Essay: Final drafts due on Monday, October 26, 2019
- Preparation of Witnesses (last 20 minutes of class)