Saint Paul American Schools
Language Arts
Curriculum > Middle > 8th Grade- Course Description
- English 8 is simply the study of English with an eye to high school and beyond. The course is guided by the Common Core State Standards, which outlines English study as Reading, Writing, Speaking, Listening, and Language. While the students read English literature, they will be taught how to analyze and appreciate it. They will become familiar with literary terms and learn how to recognize and interpret the elements of short stories, novels, poetry, drama, and non‐fiction. Students will respond to the literature through Writing, Speaking, and Listening assignments, which will take the form of journals, quick‐writes, essays, exams, projects, and speeches. These different responses will vary in length and depth: from basic summation to critical analysis. Student writing will include sentence sense and paragraph practice. Language study will cover the Conventions of Standard English, Knowledge of Language, and Vocabulary Acquisition and Use.
- Course Pre‐Requisites
- English Language Arts 6 and 7
- Course Learning Objectives
- In this course, we will cover the “ELA” learning objectives defined in
the Minnesota Academic Standards in English Language Arts. A full
copy of these objectives is available at:
http://education.state.mn.us/MDE/.
At the end of the course, students should be able to:
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.
2. Determine a theme or central idea of a text, including those by and about Minnesota American Indians, and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
3. 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.
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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.
6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
8. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, including stories, poems, and historical novels of Minnesota American Indians, or religious works such as the Bible, including describing how the material is rendered new.
9. By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range.
a. Self‐select texts for personal enjoyment, interest and academic tasks.
b. Read widely to understand multiple perspectives and pluralistic viewpoints.
10. Engage effectively in a range of collaborative discussions (oneon‐ one, in groups, and teacher‐led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
11. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
12. Delineate and respond to a speaker’s argument, specific claim, and intended audience, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
13. Present claims and findings, respect intellectual properties emphasize salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well‐chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
14. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
15. Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate.
16. Understand, analyze, and use different types of print, digital, and multimodal media.
17. As an individual or in collaboration, create a persuasive multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose.
- Course Language Objectives
-
In addition to the learning objectives listed above, a primary goal of
this course is to facilitate students’ development of communication
skills. Each lesson will contain a specific language objective designed
to help students grow in their abilities to read, write, listen, and
speak. By the end of this course, students will be able to:
1. Write arguments to support claims with clear reasons and relevant evidence.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
7. Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.
11. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
12. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3.
13. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
14. Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
15. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness.
16. Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- Resources
- Prentice Hall Literature Language and Literacy Grade Eight (Penguin Edition)
- Units, Themes, and Course Organization
-
No.of Weeks Unit Content
No.of Weeks 3 1 Comprehensive Skills; O. Henry; Making Predictions; Mark Twain; Nouns; 3.5 1 Annie Dillard; Author’s Purpose; Martin Luther King Jr; Richard Wolkomir; Ray Bradbury; Pronoun Antecedent Agreement; Personal Narrative; Autobiography 4.5 2 Short Story: An Hour with Abuelo; Edgar Allan Poe; Compare and Contrast; Shirley Jackson; Langston Hughes; Making Inferences; Irregular Verbs; Persuasive Appeals; Subject Verb Agreement; Word Origins; Regular Verbs; Tenses; Panel Discussion 3.5 3 Nonfiction Intro; Ann Petry; Frederick Douglass; Maya Angelou; Main Idea; Comparing Informational Texts;Fact and Opinion; Russell Freedman; Biography; Words with multiple meanings; Adverbs and Adjectives; Conjunctions; Speech 5 4 Poetry; Lord Tennyson; Eve Merriam; Pablo Neruda; Emily Dickinson; Context Clues; Active and Passive Voice; Paul Dunbar; William Shakespeare; Emma Lazarus; John Updike; Scott Momaday; Robert Frost; Walt Whitman; Poetry and Prose; Imagery; Idiom; Direct and Indirect Objects; Poetry Recitation, Poet’s Profile 1.5 5 Drama Intro; Neil Simon‐The Governess; Drawing Conclusions 3.5 5 Cause And Effect; Diary Of Ann Frank; Gerunds And Participles; Florida Holocaust Museum 3.5 6 Debate; Independent and Subordinate Clauses; Advertisement scripts; Delivering Narrative Presentation Research report 3.5 6 Storytelling; Alfonso Ortiz; Zora Hurston; Summarization; Chicoria; The Great Depression; Pat Mora; Run‐on Sentences and Fragments; Oral Tradition; Figures of Speech;
- Learning Activities and Methods
- Students will be engaged in activities such as: Presentations, Research papers, Class discussions, Computer‐assisted instruction; Writing workshop, Debate; Role playing & Exciting Skits.
- Assessment
Evaluation:
| Worksheets | 15% |
| Quizzes | 15% |
| Test / Exams | 15% |
| Participation & Behavior | 25% |
| Projects/Notebook/Weekly Journal | 20% |
| Homework | 10% |
Grading Scale:
| A+ | 97 - 100 | 4.0 |
| A | 94 - 96.99 | 4.0 |
| A- | 90 - 93.99 | 3.7 |
| B+ | 87 - 89.99 | 3.3 |
| B | 84 - 86.99 | 3.0 |
| B- | 80 - 83.99 | 2.7 |
| C+ | 77 - 79.99 | 2.3 |
| C | 74 - 76.99 | 2.0 |
| C- | 70 - 73.99 | 1.7 |
| D+ | 67 - 69.99 | 1.3 |
| D | 64 - 66.99 | 1.0 |
| D- | 60 - 63.99 | 0.7 |
| F | 0 - 59.99 | 0 |
- Classroom Policies
-
Individual/Group Projects and Presentations
Students need to fully participate both in individual or group efforts.
No contribution at all means F grade. Rubrics will be given ahead of time.
For researches, students should not forget to cite their sources on the last page or slide.
Performance
Since Language Arts is an interactive class, students are encouraged to participate all the time. It will also help assess students’ understanding of the concepts/topics tackled. Educational games will be included from time to time.
Test/Exams
You will be given a study guide few days before the exam date.
Exam dates will be announced in class.
Homework
Instructions for homework are given in detail. Students should follow accordingly.
Quizzes
Aside from announced quizzes, there will also be pop ones. This will most likely happen when students don’t listen/behave well in class.
So, they should all work together to keep each other on listening mode.
Workbook
These books will be issued to students. They can only use pencils when answering questions. They shouldn’t bring them home as well.
Classroom expectations
·Always be prepared for success. Please remember that the moment you walk into the classroom you are to be in “studymode.”
·Care for your classmates and their right to an uninterrupted learning environment. If it is necessary for you to leave the classroom, raise your hand and approach me quietly when I acknowledge you. Likewise, if it is necessary for you to enter the classroom after class has started, please do so silently.
These courtesies apply to tardiness, excused or otherwise.
·Communicate appropriately. Always maintain positive eye contact and positive body language when speaking to each other. Use the proper vocabulary with each other. Never interrupt when someone is speaking, even if they are not speaking to you directly. Listen attentively when someone is speaking (do not talk while someone else is addressing the class, especially me.)
·Honesty is the best policy. Honesty is extremely important to me, as it should be to you. Copying other student’s answers (with or without their permission), cutting and pasting information from the internet and attempting to pass it off as your own and having another student complete an assignment for you are all examples of dishonesty. They will not be tolerated. This type of behavior will result in a zero.
·We are all ladies and gentlemen and will behave accordingly.
You are expected to respect the opinion offered in class although you may disagree with them. If you wish to share your perspective, make sure to do so in a respectful manner.
As teacher and students, we will treat each other with respect and dignity.
Late work Policy
All assignments are expected on the due date. Late work will be accepted in the event of an excused absence only. You will be given two days for each day you were absent to complete all missed assignments. If it is not an excused absence, student will be given one school day to complete but would have 5 minus points.
** It is the student's responsibility to find out what was missed the day he/she returns to school.
Book Policy
1. You are responsible for your own textbook and workbook.
Activities done without your book will result to a failing grade.
Losing it means you have to pay for it plus detention.
2. You cannot make any marks on your book.
3. Inform the teacher immediately once you lost your book.
Subject and Homework notebook Policy
1. You are required to have a subject notebook that is solely for Language Arts 8. This is for you to jot down notes during discussion and reminders for all your homework.
2. I discourage you to ask writing papers, pencils or erasers from your classmates. Please bring your own.
3. Journal notebooks are always due on Friday.
Any questions feel free to see me. I will be more than willing to help you. Have fun learning!
- Supplies
-
Students need to bring the following daily:
Prentice Hall Language Arts Book (red with astronaut)
Language Arts Notebook
Journal Notebook (weekly activity)
Composition Paper (ruled)
Pencil
Pencil Eraser
Ink pen
- Questions?
-
Parents, guardians, and host parents: If you have any questions,
comments, or concerns, please feel free to contact me. E‐mail is the
best way to reach me. I am happy to answer questions via e‐mail, meet
with you in person, or have a phone conversation.
If you have questions, are struggling with the course material, are concerned about your grade, or have any other concerns, please come talk to me sooner rather than later. I am happy to find a time to meet with you before school, after school, or during lunch.
Important Note:
This Syllabus is intended to be a guideline. The description, requirement, and schedule are subject to revision and refinement by the teacher.
- Weekly Informational Knowledge Overview - (Students will know...)
- Fact versus opinion
Drawing Conclusions.
Main Idea and Details.
Making Predictions.
Making Inferences.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Through various learning experiences, students will be able to:
· Analyse different comprehension skills
· Understand differences of fact and opinion; prediction, inferences and conclusions
· Get main and supporting details from stories/paragraph excerpts correctly
Monday
Tuesday
Wednesday
Thursday
Friday
- ***FIRST DAY OF CLASS***
- Learning Objective:
- Get to Know Students
- Language Objective:
- Express expectations of students and teacher
- Main Activity:
- Have back-to-school activities. Go over classroom policies
- Evaluation:
- Be able to have fun and feel they belong
- Vocabulary:
- expect, respect, policy
- Homework:
- Learning Objective:
- Identify fact versus opinion. Define drawing conclusion.
- Language Objective:
- Compare and contrast fact and opinion. Predict and respond to conclusions
- Main Activity:
- Have the class watch a power point presentation about fact and opinion. Give students lecture about drawing conclusions. Ask them to prepare their notebooks for key points to remember.
- Evaluation:
- Distribute fact versus opinion worksheet. Then, give out drawing conclusions activity.
- Vocabulary:
- Fact, general truth, opinion, belief, conclusion, predict, intelligent guess
- Homework:
- Jot 10 general truths on a ¼ size paper
- Learning Objective:
- Differentiate prediction and inference.
- Language Objective:
- Express situations/events that define prediction and inference.
- Main Activity:
- Give the meaning of prediction and inference to the class and give example of situations.Identify the difference and similarity of prediction and inference skill through a power point presentation over the projector.
- Evaluation:
- Give out worksheets.
- Vocabulary:
- predict, infer, situation, scenario
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Recognize Main Ideas and Details in a selection.
- Language Objective:
- Identify the main and supporting points in a story.
- Main Activity:
- Discussion about Main Idea and Details.
- Evaluation:
- Make sure the students have their notes to write down important points while discussion.
- Vocabulary:
- supporting, main, major, details
- Homework:
- Materials / Resources (including technology)
- Computer & overhead projector
Fact versus opinion power point
Fact versus opinion worksheet
Drawing conclusion study guide
Drawing conclusion worksheet
Main Idea and Details study guide
Main Idea and Details worksheet
Predictions and Inferences power point
Language Arts notebook
Pencil and pencil erasers
- Weekly Informational Knowledge Overview - (Students will know...)
- Cause and Effect.
Author’s Purpose.
Compare and Contrast.
Context Clues.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- State what compare and contrast is
Identify purpose of authors when writing.
Define what context clue is Give the difference of cause and effect.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Know the definition of compare and contrast
- Language Objective:
- Write correct similarity and difference of characters, events, ideas, places, animals in stories.
- Main Activity:
- Have the class define what Venn diagram, Compare and Contrast are. Let them know that these skills will be used a lot when getting to know characters, events, ideas, places, animals in stories.
- Evaluation:
- Ask them to answer Venn diagram worksheet.
- Vocabulary:
- compare, contrast
- Homework:
- Learning Objective:
- Be familiar about author’s purpose when writing.
- Language Objective:
- State purpose of writers.
- Main Activity:
- Tell them that writers have reason when writing. Tackle 5 of those. (Describe, Persuade, Inform, Express and Entertain)
- Evaluation:
- Ask the class to individually answer worksheets on three purposes.
- Vocabulary:
- describe, persuade, inform, express and entertain
- Homework:
- Learning Objective:
- Connect effect and cause and vice versa.
- Language Objective:
- Practice thinking the relationship of effects to causes.
- Main Activity:
- Discuss cause and effect skill. Focus student’s attention to its relationship.
- Evaluation: ss into two. Have one g
- Group the claroup be the cause and the other effect. They will be changing turns to see if both teams can link the cause or the effect given.
- Vocabulary:
- cause, effect, relationship
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Learn to get the meaning of unfamiliar words through the help of neighbor words.
- Language Objective:
- Give synonyms of unusual academic words.
- Main Activity:
- Tackle Context Clues to the class. Tell them that surrounding words are actually clues for them to unlock meaning of unfamiliar words.
- Evaluation:
- Distribute context clues 1.1 and 2.1 worksheets.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Literature Language and Literacy 8.
Comprehensive Skills worksheets.
- Weekly Informational Knowledge Overview - (Students will know...)
- Paraphrasing and Summarizing
Plot (Parts of)
Fiction and Nonfiction
Prediction skill application
O. Henry (William Porter)
A Retrieved Reformation
- Weekly Procedural Knowledge Overview - (Students will be able to . . .)
- Paraphrasing and Summarizing
Plot (Parts of)
Fiction and Nonfiction
Prediction skill application
O. Henry (William Porter)
A Retrieved Reformation
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Learn how to paraphrase ideas in a story.
- Language Objective:
- Practice rephrasing quotes in simple words.
- Main Activity:
- Discuss how to summarize and paraphrase.
- Evaluation:
- Hand out worksheets about summarizing.
- Vocabulary:
- restate and summary.
- Homework:
- Learning Objective:
- Be familiar with plot structure.
- Language Objective:
- Detect and correctly write elements of plot in a story.
- Main Activity:
- Have the class understand parts of a plot by listening to the power point presentation and discussion.
- Evaluation:
- Ask the students to identify parts of the plot from the story posted on the board.
- Vocabulary:
- plot, structure, climax, resolution and rising action.
- Homework:
- Learning Objective:
- Understand the characteristics, types and purpose of fiction and nonfiction. Draw on story details to make predictions.
- Language Objective:
- Write what details tell.
- Main Activity:
- Tackle types and purpose of fiction and nonfiction. Introduce how to use Predictions chart.
- Evaluation:
- Ask the class to turn their books on page 40 then let them read and give more synonyms of the words featured on the story.
- Vocabulary:
- alibi, rehabilitate, retribution, perceived, unobtrusively, anguish, safecracking
- Homework:
- Read the story on pages 42-50, search for unfamiliar words, and understand their meaning.
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Find out if a bank robber will be able to abandon a life of crime.
- Language Objective:
- Think aloud by giving correct answers to random questions based on what they read.
- Main Activity:
- Go over the story A Retrieved reformation by O. Henry. Make sure they did their homework to make discussion smoothly flowing.
- Evaluation:
- Random questions will be asked as paragraphs move along.
- Vocabulary:
- Homework:
- Have them answer Critical Thinking (page 50) on their LA notebooks.
- Materials / Resources (including technology)
- Prentice Hall Literature Language and Literacy 8
Plot Structure Power point
Pencil and dictionary
- Weekly Informational Knowledge Overview - (Students will know...)
-
Fiction and Nonfiction
Fictional writer O. Henry
A Retrieved Reformation Vocabulary Words
A Retrieved Reformation
Review of Proper and Common Nouns
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Through various learning experiences, students will be able to:
Compare and contrast fiction and nonfiction.
Get to know O. Henry (William Sydney Porter).
Analyze and respond to literary elements.
Read, comprehend, and analyze short stories.
Develop vocabulary.
Apply grammar skills.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Recognize and define factual versus imaginative stories.
- Language Objective:
- Relate visual to fiction and nonfiction.
- Main Activity:
- Tackle meaning, difference, elements and types of fiction and nonfiction to the class.
- Evaluation:
- Ask the class to answer both a plot and fiction & nonfiction quiz.
- Vocabulary:
- point of view, novellas, novels, historical fiction
- Homework:
- Learning Objective:
- Describe fictional writer-William Sydney Porter (O. Henry). Build up more vocabulary.
- Language Objective:
- Read and share author’s background. Compose sentence using new set of vocabulary words.
- Main Activity:
- Have them go over the author’s background and ask them to give synonyms of vocabulary words that we’ll tackle.
- Evaluation:
- Randomly ask questions about O. Henry.
- Vocabulary:
- alibi, rehabilitate, retribution, perceived, unobtrusively, anguish
- Homework:
- Learning Objective:
- Make inferences about the two main characters in the story.
- Language Objective:
- Demonstrate an understanding of the characters of Ben Price and Jimmy Valentine.
- Main Activity:
- Start discussion of A Retrieved Reformation.
- Evaluation:
- Ask questions about the literary elements found in the story
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Analyze Ben Price’s decision not to arrest Jimmy Valentine.
- Language Objective:
- Interpret the ending of an “A Retrieved Reformation”.
- Main Activity:
- Tackle the conclusion part of the A Retrieved Reformation.
- Evaluation:
- Have the class analyze the plot by making a diagram. Ask them to answer the critical thinking on page 50.
- Vocabulary:
- Homework:
- Tell them to review Proper and Common Nouns to be tapped on Monday.
- Materials / Resources (including technology)
- Prentice Hall Literature Language and Literacy Grade 8
Language Arts 8 notebook
Pencil and eraser
- Weekly Informational Knowledge Overview - (Students will know...)
- Common and Proper Nouns & capitalization rules
New ending for a story
Stress on syllables/words
Author Mark Twain
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Through various learning experiences, students will be able to:
Distinguish common and proper nouns and capitalization rules.
Write a new ending for a story.
Understand stress on syllables.
Know who Mark Twain is.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Know more about nouns and capitalization rules.
- Language Objective:
- Write common and proper nouns correctly.
- Main Activity:
- Discuss definition and examples on the chart on page 52.
- Evaluation:
- Have them answer 5-page worksheets with capitalization rules.
- Vocabulary:
- Homework:
- Learning Objective:
- Determine a new conclusion in a story.
- Language Objective:
- Explain the new ending of the previously tackled story by O.Henry.
- Main Activity:
- Ask the class to write a new ending for the last story tackled using guidelines on page 53.
- Evaluation:
- Evaluate and grade letters using the short story rubric on page 226-227.
- Vocabulary:
- Homework:
- Tell the class to bring their gadgets for author research tomorrow.
- Learning Objective:
- Learn more about primary and secondary stress.
- Language Objective:
- Pronounce and write correct stress on words.
- Main Activity:
- Discuss word stress rules.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Discover more about Twain’s life through research.
- Language Objective:
- Read about Mark Twain’s biography and his works.
- Main Activity:
- Have the students do a research about Mark Twain. They will have to feature one story of Twain and summarize it.
- Evaluation:
- Send it via email for correction and checking.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Literature Language and Literacy Grade 8
Word stress Rules
Noun worksheets
- Weekly Informational Knowledge Overview - (Students will know...)
- Cub Pilot on the Mississippi vocabulary words
Cub Pilot on the Mississippi introduction
Cub Pilot on the Mississippi story
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Know few important words used in Twain’s narrative.
Understand the introduction of Cub Pilot on the Mississippi.
Get to know first few characters in the story and its conflict.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Learn another set of new words from the selection.
- Language Objective:
- Comprehend and express the words correctly.
- Main Activity:
- Tackle the set of words that are taken from the selection and have the students give examples for each.
- Evaluation:
- Ask questions using the vocabulary words.
- Vocabulary:
- pretext, malicious, emancipated.
- Homework:
- Learning Objective:
- Meditate and use imagination as each scenario unfolds.
- Language Objective:
- Read and identify the conflict in the selection.
- Main Activity:
- Tell the students what to expect as they move along the story. Ask questions that will be answered along the way.
- Evaluation:
- Get responses from the questions on the book.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Know the complete story of Twain’s journey as he fulfills his dream.
- Language Objective:
- Determine the characters’ evolution in the selection.
- Main Activity:
- Continue discussion of story by Twain.
- Evaluation:
- Have the class answer comprehension questions from the book.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Literature Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Making Predictions page 80-81
Monologue for Teens and rubric
Tongue Twister
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Refresh their comprehensive skills about making predictions.
Express themselves in monologue by following rubric.
Practice tongue twisting by pronouncing words correctly.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Practice more on making predictions.
- Language Objective:
- Write correct and sound predictions.
- Main Activity:
- Have the class answer pages 80-81 of their book on notebook and writing assessment.
- Evaluation:
- Collect notebooks and grade.
- Vocabulary:
- Homework:
- Learning Objective:
- Experience how monologue is done.
- Language Objective:
- Try to express themselves in monologue.
- Main Activity:
- Discuss the rubric that will be followed on the monologue proper. Show them examples of do’s and don’ts when performing monologues.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Enunciate words correctly and quickly in tongue twisting.
- Language Objective:
- Express themselves by saying the words in fast and faster ways.
- Main Activity:
- Proceed with tongue twister performance.
- Evaluation:
- Tongue Twister will be graded according to rubric.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Literature Language and Literacy
Tongue Twisters
Monologue for Teens
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Teen Monologue
Subject and Verb Agreement
Listening Activity-Simpsons Video Clips
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand what monologue is.
Perform a simple teen monologue.
Be familiar with subject and verb agreement.
Watch and listen to video clips to be able to answer important comprehension questions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Define what monologue is.
- Language Objective:
- Practice monologue piece with correct pronunciation.
- Main Activity:
- Discuss how monologues are done. Set an example for the class to imitate.
- Evaluation:
- Vocabulary:
- movement, blocking, enunciation, concentration, characterization and monologue.
- Homework:
- Learning Objective:
- Perform a teen monologue guided by a rubric.
- Language Objective:
- Express emotions of the character portrayed in a monologue.
- Main Activity:
- Have each student pick a number then proceed with the performance proper.
- Evaluation:
- Grade each student using a monologue presentation rubric.
- Vocabulary:
- Homework:
- Learning Objective:
- Refresh subject and verb agreement rules.
- Language Objective:
- Make the verb agree with the subject by choosing the correct answers.
- Main Activity:
- Discuss subject and verb agreement through a power point.
- Evaluation:
- Ask the class to prepare for a short quiz about SV agreement.
- Vocabulary:
- singular, plural, countable and uncountable nouns.
- Homework:
- Learning Objective:
- Watch and listen to video clips to be able to answer important comprehension questions.
- Language Objective:
- Write correct answers to questions after listening and watching Simpson’s video clips.
- Main Activity:
- Have the students’ watch and listen to video clips.
- Evaluation:
- Distribute papers to answer for comprehension.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Subject and Verb Agreement Power point
Subject and Verb Agreement worksheets
Oral presentation rubric
Teen Monologue
Simpson’s Video Clips-Listening Activity
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Mirror Mirror movie trailer
As Far as Man Possibly Can and Highway Patrolman
Analogy
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Watch and understand movie trailer from filmeducation.org.
Comprehend and compare two stories.
Understand analogies and bridge strategy.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Compare As Far as a Man Possibly Can story and The Highway Patrolman song.
- Language Objective:
- Read to comprehend.
- Main Activity:
- Have the class connect to the internet and search on ETNI. Ask them to download and read the stories. Instruct.
- Evaluation:
- Let them download the questions on ETNI then answer on Microsoft Word then ask them to submit their document via email.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn what analogy and bridge strategies are.
- Language Objective:
- Write correct bridge for every analogy.
- Main Activity:
- Tackle the different bridge sentences through power point.
- Evaluation:
- Have the class answer a prepared worksheet that asks them to identify the bridge used in the analogy given.
- Vocabulary:
- function, characteristics, antonyms, synonyms, type or kind
- Homework:
- Give the class another drill for homework.
- Learning Objective:
- Make analogy sentences.
- Language Objective:
- Use analogies when writing or speaking.
- Main Activity:
- Distribute worksheet quiz about analogy.
- Evaluation:
- Have each student make their own analogy.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Know the moral of a movie from the trailer.
- Language Objective:
- Listen carefully to a movie trailer to help them answer a worksheet.
- Main Activity:
- Have the class watch the 3-minute trailer of the Mirror Mirror film from fileducation.org.
- Evaluation:
- Ask the class to answer the printable worksheet from the website.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Analogy power point
Mirror Mirror movie trailer and worksheets
ETNI worksheets-As Far as Man Possibly Can and Highway Patrolman
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Chapter lesson worksheet
Midterm exam review of concepts
Jeopardy game about lessons tackled
GP1 midterm
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Evaluate what they have learned from previous lessons.
Know what they are missing and focus on those.
Earn extra points from a review jeopardy game.
Assess themselves by answering GP1 questions.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Evaluate what they remember from chapter lessons.
- Language Objective:
- Write the correct answer according to what they remember.
- Main Activity:
- Have the class answer a chapter worksheet.
- Evaluation:
- Check and record scores.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn from jeopardy game.
- Language Objective:
- Express correct answers when asked.
- Main Activity:
- Ask the class to prepare for a jeopardy game.
- Evaluation:
- Let the class play jeopardy game which is all about the lessons tackled.
- Vocabulary:
- Homework:
- Learning Objective:
- Test oneself from previous lessons discussed.
- Language Objective:
- Respond to key questions from lessons tackled.
- Main Activity:
- Have the class pick questions from easy, average and difficult questions and let them answer. Answers will be graded.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Determine students’ understanding of key concepts from GP1 lessons.
- Language Objective:
- Write stock knowledge and concepts from lessons tackled.
- Main Activity:
- Have the class listen to instructions and let them quietly answer all the given questions on their test papers.
- Evaluation:
- Proceed to test proper.
- Vocabulary:
- Check and grade papers.
- Homework:
- Materials / Resources (including technology)
- Easy, Average and Difficult Language Arts 8 from lessons
Jeopardy game template
Chapter worksheet from Language Arts 8 notes
Language Arts 8 Exam paper
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Review test questions and grade
Practice unity through toothpick building
12 Years a Slave film
Continue 12 Years a Slave film
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Know their mistakes on their test.
Build unity through toothpick team building.
Listen attentively and focus on the plot of the movie.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Correct their errors from their test papers.
- Language Objective:
- Point out their mistakes.
- Main Activity:
- Let them hold their papers and check their mistakes and scores.
- Evaluation:
- Let them write their improvement plan on a piece of paper.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn unity and teamwork.
- Language Objective:
- Use their thinking and hand skills to put up a tower.
- Main Activity:
- Have each team have a set of toothpick and build the tallest tower possible. They can only use masking tape.
- Evaluation:
- Their towers will be slightly blown to test its strength.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn view slavery.
- Language Objective:
- Listen, see and learn about Solomon Northup’s story.
- Main Activity:
- Distribute slavery handout. Give short introduction. Play the 12 years a Slave film and have the students answer random questions while it’s played.
- Evaluation:
- Ask random questions from time to time.
- Vocabulary:
- slavery, oppression, identity, hope, morality, justice, human nature
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Understand the plot of the story
- Language Objective:
- Formulate questions about the movie’s plot.
- Main Activity:
- Continue playing of 12 years a slave film.
- Evaluation:
- Have them review the first part of the film before moving on.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- 12 Years a Slave film copy
Slavery-Then and Now handout
Exam papers
Boxes of toothpick and masking tape
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 12 Years a Slave film ending
12 Years a Slave film-Quiz
Comic Strip
Winston Churchill’s Blood Toil Tears Sweat
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Value important scenes from the film viewing.
Assess understanding of film’s plot.
Draw comic strips about the film.
Use kindle for Blood Toil Tears Sweat speech.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Make predictions about film ending.
- Language Objective:
- Determine conclusion of film from previous scenes.
- Main Activity:
- Ask the class to narrate the scenes from the 2-day viewing they had. Tell them to make possible endings for the film.
- Evaluation:
- Tell them to review the handouts given for the quiz tomorrow.
- Vocabulary:
- Homework:
- Learning Objective:
- Evaluate their understanding of the slavery handout given.
- Language Objective:
- Answer thought-provoking questions from both film and handout.
- Main Activity:
- Distribute prepared quiz.
- Evaluation:
- Check and record scores.
- Vocabulary:
- Homework:
- Learning Objective:
- Know Winston Churchill’s brief biography.
- Language Objective:
- Use kindle for Churchill’s speech.
- Main Activity:
- Listen and understand former UK prime minister’s speech.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Value and remember key scenes from the educational movie viewed.
- Language Objective:
- Draw important scenarios of film from memory.
- Main Activity:
- Give each class art materials and create an illustration/cartoon for 5 significant scenes from the film they watched.
- Evaluation:
- Cartoon strips will be evaluated and graded.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prepared quiz for 12 years a slave
illustration papers, colored markers, pair of scissors
Kindles
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Blood Toil Tears Sweat Practice and rubric
Video shoot performance
The American Dream
Unity Drawing
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Feel the speech of Churchill-Blood Toil Tears Sweat.
Video speech performance.
Learn about the American Dream.
Draw a unity-themed cartoon.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Learn pronunciation and emotions of the speech text.
- Language Objective:
- Expressing oneself through speech.
- Main Activity:
- Discuss with the class the rubric they need to follow while delivering their speech. Have them practice their speech.
- Evaluation:
- Check their understanding of the vocabulary used in the speech text.
- Vocabulary:
- Homework:
- Learning Objective:
- Shoot the video speech performance.
- Language Objective:
- Deliver speech correctly and according to rubric.
- Main Activity:
- Have the class be ready then proceed to the shoot.
- Evaluation:
- Evaluate videos then grade.
- Vocabulary:
- Homework:
- Learning Objective:
- Be familiar with Martin Luther King Jr. and his American Dream.
- Language Objective:
- Comprehend the message King Jr. conveys.
- Main Activity:
- Give a brief background about King Jr. then tackle the American Dream by Martin Luther King Jr.
- Evaluation:
- Ask random questions about the speech by King.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Learn and think how to show unity in drawing.
- Language Objective:
- Draw a unity-themed cartoon.
- Main Activity:
- Have the class think of the words fair, equal, united.
- Evaluation:
- Tell the class to draw on their illustration board, use colorful markers.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Colorful markers, oil pastel colors, 1/8 illustration boards
Prentice Hall Language and Literacy Grade 8
Video camera
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Dependent and Independent Clause
William Shakespeare biography
Review of compound-complex sentence
Shakespeare In Love film viewing part 1
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Compare and contrast dependent and independent clause.
Research biography of William Shakespeare.
Understand compound-complex sentence more.
View Shakespeare in Love Film part 1.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Learn how to form and join clauses.
- Language Objective:
- Distinguish dependent from independent clause and vice versa.
- Main Activity:
- Tackle clauses. Differentiate main and subordinate clause.
- Evaluation:
- Have the class answer worksheets.
- Vocabulary:
- Homework:
- Learning Objective:
- Be more familiar with Shakespeare.
- Language Objective:
- Answer questions about Will Shakespeare from the Internet.
- Main Activity:
- Have the class go to the IT lab then research about William Shakespeare’s biography.
- Evaluation:
- Ask them to submit a brief biography to my email.
- Vocabulary:
- Homework:
- Learning Objective:
- Apply coordinating and subordinating conjunction by forming a compound-complex sentence
- Language Objective:
- Compose a compound-complex sentence.
- Main Activity:
- Discuss compound-complex sentence again.
- Evaluation:
- Have the class answer worksheets about it.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Know the characters and rising actions of the movie.
- Language Objective:
- View and understand the characters in Shakespeare in Love film.
- Main Activity:
- Distribute copy of questions about the film viewing. Have them answer it while watching.
- Evaluation:
- Ask random questions about the film.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Shakespeare In love film copy
Computer with internet
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Judith Ortiz Cofer - story author
Shakespeare In Love film viewing part 2
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Get to know more about Judith Ortiz Cofer.
View Shakespeare film part 2.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Know the climax and resolution of the movie
- Language Objective:
- View and understand climax and conclusion in Shakespeare in Love film.
- Main Activity:
- Have them continue answering and finalize the worksheet given.
- Evaluation:
- Ask random questions about the film.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Be more familiar with Judith Ortiz Cofer.
- Language Objective:
- Learn more about author of Abuelo.
- Main Activity:
- Tackle author of An Hour with Abuelo story, Judith Ortiz Cofer.
- Evaluation:
- Have the class answer questions about author’s background.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Shakespeare In Love film copy
Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- An Hour With Abuelo part 2
An Hour With Abuelo activity
Autobiography Making
Run-on, Fragment and Sentences
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Get to know the second part of An Hour With Abuelo story.
An Hour With Abuelo quiz.
Make autobiography.
Be familiar with run-on, fragment and sentences.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Understand the story.
- Language Objective:
- Explain the plot of the story.
- Main Activity:
- Read the rest of ‘An Hour With Abuelo’ story by Cofer.
- Evaluation:
- Ask the class to answer critical thinking skills questions from their books.
- Vocabulary:
- Have them study their lesson and prepare quiz tomorrow
- Homework:
- Learning Objective:
- Assess oneself about their understanding.
- Language Objective:
- Answer questions about the story.
- Main Activity:
- Have the class have a copy of the comprehension questions quiz.
- Evaluation:
- Check and record grades.
- Vocabulary:
- Homework:
- Learning Objective:
- Understand outline of autobiography making.
- Language Objective:
- Compose autobiography.
- Main Activity:
- Discuss autobiography outline.
- Evaluation:
- Have them make a draft of autobiography
- Vocabulary:
- Homework:
- Have the class make their own autobiography due on January 12,2015.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Distinguish correct sentences from run-ons and fragments.
- Language Objective:
- Make their own Run-ons, Fragment and Sentences.
- Main Activity:
- Tackle Run-ons, Fragment and Sentences using power point presentation.
- Evaluation:
- Have the class answer worksheets.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Language and Literacy Grade 8
Run-ons, Fragment and Sentences worksheets
Autobiography.doc
Run-ons, Fragment and Sentences PPT
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- 2015 New Resolutions
Edgar Allan Poe biography documentary video
Tell-Tale Heart story
Quiz
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Recall 2014 experiences.
Set 2015 resolutions.
Listen and watch a documentary video.
Learn about Poe’s Tell-Tale Heart.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Recall past experiences and be hopeful for things this year.
- Language Objective:
- Write and design colored papers given.
- Main Activity:
- Have the class recall their 2014 experiences and gather the great ones. Then, let them think of things that they want to look forward to in 2015.
- Evaluation:
- Tell them to write ‘the year that was’ and ‘the year that is’ on a colored paper then have them draw tiny illustrations of the things they recall and anticipate.
- Vocabulary:
- Homework:
- Learning Objective:
- Be familiar with the background of an author and understand his stories.
- Language Objective:
- Listen and watch biography of the writer, Poe.
- Main Activity:
- Watch a full documentary about the life of Edgar Allan Poe.
- Evaluation:
- Give them questions before the start of the video then let each one find out as they watch.
- Vocabulary:
- Homework:
- Learning Objective:
- Connect background information and the influence behind author’s tone in his story.
- Language Objective:
- Read and comprehend the story of Poe about an old man’s eye.
- Main Activity:
- Continue watching the last part of the documentary then proceed to the story Tell-Tale Heart.
- Evaluation:
- Ask random questions as the storyline moves.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Remind them about quiz tomorrow about the story.
- Learning Objective:
- Assess one’s understanding of the plot of the story.
- Language Objective:
- Know the truth about the characters in the story reading.
- Main Activity:
- Finish the story-Tell-Tale Heart then proceed to the quiz about it.
- Evaluation:
- Check quiz and grade.
- Vocabulary:
- Homework:
- Have the each student answer critical-thinking skill box from their books. Due Monday.
- Materials / Resources (including technology)
- colored papers, markers
Edgar Allan Poe Biography documentary
Prentice Hall language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Tears of Autumn Yoshiko Uchida
Up the Slide Jack London
Thank You Ma’am Langston Hughes
Charles Shirley Jackson
The Story-teller Saki
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Be familiar with good authors.
Read stories.
Comprehend the plot of stories.
Widen imagination.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Understand the reason why the character had to decide marry in America.
- Language Objective:
- Read Tears of Autumn and the author Yoshiko Uchida.
- Main Activity:
- Discuss Tears of Autumn and Uchida.
- Evaluation:
- Ask the class to answer critical thinking skills from the book.
- Vocabulary:
- Homework:
- Learning Objective:
- Compare and contrast character’s reaction from the normal.
- Language Objective:
- Read Thank You Ma’am and the author Langston Hughes.
- Main Activity:
- Tackle Thank You Ma’am and Hughes.
- Evaluation:
- Ask the class to answer critical thinking skills from the book.
- Vocabulary:
- Homework:
- Learning Objective:
- Understand the reason why the character had to decide marry in America.
- Language Objective:
- Read Thank You Ma’am and the author Langston Hughes.
- Main Activity:
- Discuss Up the Slide story and Jack London.
- Evaluation:
- Ask the class to answer critical thinking skills from the book.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Comprehend Storyteller and Charles as well as the authors.
- Language Objective:
- Read the stories and understand each stories’ plot.
- Main Activity:
- Tackle Storyteller and Charles; Talk about Saki and Shirley Jackson.
- Evaluation:
- Ask the class to answer critical thinking skills from the book.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Jeopardy game about past lessons
Easy, average and difficult questions covering past lessons
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Assess their understanding of concepts learned.
Read directions and take exam.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Assess understanding of lessons
- Language Objective:
- Express and discuss their answers about lessons/concepts learned.
- Main Activity:
- Have each student pick a question which covers all that they have learned for the past 3 months.
- Evaluation:
- Each question brings them to the next level.
- Vocabulary:
- Homework:
- Learning Objective:
- Assess understanding of lessons.
- Language Objective:
- Express and discuss their answers about lessons/concepts learned.
- Main Activity:
- Answer jeopardy game questions.
- Evaluation:
- For each question are a corresponding number of points.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Jeopardy Game packed with questions
Questions written in small pieces of paper, rolled and categorized to easy, average and difficult
Exam papers
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- advertising technique
ad quiz
consumers
create ad
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand Advertising techniques.
Answer advertisement techniques quiz.
Learn how to be a wise consumer.
Create an persuasive ad.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Comprehend techniques in advertising.
- Language Objective:
- Explain advertising techniques.
- Main Activity:
- Discuss advertising techniques using power point presentation.
- Evaluation:
- Vocabulary:
- bandwagon
- Homework:
- Learning Objective:
- Evaluate understanding of concepts.
- Language Objective:
- Write correct answers about ad technique quiz.
- Main Activity:
- Review and proceed to ad technique quiz.
- Evaluation:
- Check and record points.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn ways to be a wise consumer. Prepare materials for ad.
- Language Objective:
- Know how to consume wisely and gather materials for ad.
- Main Activity:
- Tackle how to be a wise consumer in short then prepare materials for advertisement project.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Understand the labor of making ads. Apply as many techniques as possible.
- Language Objective:
- Make ad technique using materials and cartolinas.
- Main Activity:
- Gather materials then have them brainstorm about the ad they will make. Start making ad using materials provided.
- Evaluation:
- Have each student sign on the ads they think is appealing. More signatures, the higher the total grade.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- colored cartolinas and markers
advertising techniques
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Advertisement presentation
Theme booklet
proofreading symbols lesson
proofreading worksheet
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Present self-made advertisements.
Write on theme booklet.
Know proofreading symbols.
Answer proofreading worksheets.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Asses understanding of advertisement concept.
- Language Objective:
- Explain techniques used in self-made ads.
- Main Activity:
- Proceed to presentation of advertisement.
- Evaluation:
- Ask questions about the ads.
- Vocabulary:
- Homework:
- Learning Objective:
- Express their thoughts about Valentines Day.
- Language Objective:
- Expound Valentine Days on their journals.
- Main Activity:
- Ask the class to write on their journals.
- Evaluation:
- Check grammar and grade journals.
- Vocabulary:
- Homework:
- Learning Objective:
- Be familiar with the meaning of proofreading symbols.
- Language Objective:
- Apply proofreading symbols on essays.
- Main Activity:
- Discuss proofreading and symbols used.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Apply writer’s symbols on pages with errors.
- Language Objective:
- Write correct symbols on news articles and essays.
- Main Activity:
- Have the class answer proofreading worksheets such as essays and news articles.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- proofreading pages
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Formal theme about death
Proofreading worksheet
Kinds of graph quiz
Board games (HW)
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Express feelings about death.
Answer proofreading worksheet.
Assess understanding on kinds of graph.
Have fun studying through board games.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Allow thoughts about death be put to writing.
- Language Objective:
- Practice writing skills.
- Main Activity:
- Ask the class to compose a theme about death.
- Evaluation:
- Once corrected, they will have to rewrite on next page.
- Vocabulary:
- Homework:
- Learning Objective:
- Know when to use appropriate editing marks.
- Language Objective:
- Apply symbols learned.
- Main Activity:
- Review proofreading symbols.
- Evaluation:
- The class will be given proofreading worksheets. Have them correct the pages correctly.
- Vocabulary:
- Homework:
- Learning Objective:
- Build vocabulary words.
- Language Objective:
- Know kinds of graphs.
- Main Activity:
- Talk about kinds of group used in nonfiction writings.
- Evaluation:
- Have board games while helping the class retain vocabulary words.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Theme notebook
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Proofreading symbols
Elements of nonfiction
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand the elements of nonfiction.
Compare and contrast fiction and nonfiction.
Refresh proofreading symbols to edit more complicated worksheets .
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Apply proofreading marks on more complicated drills
- Language Objective:
- Learn to write and read for correction
- Main Activity:
- Review editing marks again.
- Evaluation:
- Distribute more complicated worksheets.
- Vocabulary:
- Homework:
- Learning Objective:
- Understand fact-based selections.
- Language Objective:
- Rea selections that are factual.
- Main Activity:
- Tackle nonfiction elements.
- Evaluation:
- Mention random titles of selections and ask them to decipher whether title is fiction or nonfiction.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Understand the differences and similarities of fiction and nonfiction.
- Language Objective:
- Write the elements of nonfiction and be able to expound each.
- Main Activity:
- Continue discussion of elements of nonfiction. Tell the class to make a Venn diagram to show the difference and similarities.
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Blogging
Make blogs
Harriet Tubman video
Quiz on nonfiction
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand how blogging works.
Design and compose blogs inn different topics.
Watch Harriet Tubman.
Assess understanding on nonfiction lesson.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Know how blog works.
- Language Objective:
- Use internet and It lab computers to create blog.
- Main Activity:
- Introduce blogging to the class. Ask them to go to the IT lab. Instruct them to go to weebly.com.
- Evaluation:
- Have each one design their blog pages.
- Vocabulary:
- Homework:
- Reminds the class about the quiz on nonfiction elements tomorrow.
- Learning Objective:
- Assess knowledge on lesson tackled.
- Language Objective:
- Learn how to divide blog pages.
- Main Activity:
- Proceed to the quiz them tell the class to compose a blog page dedicated to family, student life and travel if they have.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Get to know more about Southern slavery in the US.
- Language Objective:
- Be aware of the courage that Tubman had.
- Main Activity:
- Watch Harriet Tubman video. Ask random questions about her.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Enjoy making blogs.
- Language Objective:
- Express oneself through blogs.
- Main Activity:
- Ask the class to proceed to the IT lab. Have each on each open their blog account.
- Evaluation:
- Instruct them to make a 200=word blog for each page they created.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- computers
IT Lab
weebly.com
Harriet Tubman video on Youtube.com
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Conductor on the Underground Railroad: Harriet Tubman by Ann Petry
Journal
Game & Quiz
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Know the background of Ann Petry.
Comprehend one of Harriet Tubman’s escapades.
Write on Language Arts Journal.
Have fun through charades based on Harriet Tubman selection (nonfiction).
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Widen vocabulary word build-up.
- Language Objective:
- Read about Ann Petry, author of Harriet Tubman selection.
- Main Activity:
- Tackle Ann Petry and vocabulary words from book.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Know the challenges Tubman faced while helping others.
- Language Objective:
- Understand the first part of Petry’s selection.
- Main Activity:
- Discuss Conductor on the Underground Railroad: Harriet Tubman.
- Evaluation:
- Ask questions randomly to easily recall important points.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn how Tubman fought for her own and helped others gain freedom.
- Language Objective:
- Comprehend Petry’s writing in full.
- Main Activity:
- Continue talking about Conductor on the Underground Railroad: Harriet Tubman.
- Evaluation:
- Ask questions randomly to easily recall important points.
- Vocabulary:
- Homework:
- Learning Objective:
- Fully comprehend the long selection about Tubman’s struggle against slavery in the South.
- Language Objective:
- Think critically to be able to extract significant values from the nonfiction.
- Main Activity:
- Summarize the story.
- Evaluation:
- Ask each to get their journals. Instruct them to answer critical thinking box questions from their books.
- Vocabulary:
- Homework:
- Learning Objective:
- Recall characters or events in the selection.
- Language Objective:
- Answer charades correctly.
- Main Activity:
- Have the class sit in the front. Prepare masking tape and pieces of paper that are rolled up.
- Evaluation:
- Tell the class to pick one of the rolled up papers then have their other classmates make intelligent guess about the word they picked by merely acting out.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Rolled papers about Harriet Tubman selection
Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- The Divorce Monologue practice enunciation.
The Divorce Monologue practice written/memorization.
The Divorce Monologue performance.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Memorize the monologue piece.
Pronounce words on the monologue correctly.
Perform the character in the piece.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Memorize, characterize and perform a monologue piece.
- Language Objective:
- Get to know what monologues are and how they are performed.
- Main Activity:
- Introduce the Divorce monologue piece to the class. Show videos of short monologue recitals from youtube.com.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Pronounce words in the piece correctly.
- Language Objective:
- Go through articulation drills.
- Main Activity:
- Instruct each to practice enunciating the words with heightened emotions.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Enhance retention.
- Language Objective:
- Write missing words for memorization.
- Main Activity:
- To help them memorize the paragraphs, ask them to read the piece many times.
- Evaluation:
- Distribute papers and have each fill the blanks on the paper to aid their retention.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Embody the character in a monologue piece.
- Language Objective:
- Express oneself through acting and speaking skills.
- Main Activity:
- Discuss to the class the rubric for their oral presentation. Proceed to the performance.
- Evaluation:
- The Divorce monologue shall be under participation grade.
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- youtube.com
The Divorce monologue copy
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Right to suffrage by Susan Anthony
Journal
Multiple meaning words
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Know Susan Anthony
Read Right To Suffrage letter of Anthony.
Write on journal about women’s rights.
Know words with multiple meanings.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Be familiar with the US constitution and rights.
- Language Objective:
- Read and understand the nonfiction selection.
- Main Activity:
- Tackle Right to Suffrage nonfiction account by Susan Anthony.
- Evaluation:
- Vocabulary:
- Homework:
- Remind the class to review the lesson tackled for the quiz tomorrow.
- Learning Objective:
- Get the gist of Susan Anthony’s account.
- Language Objective:
- Assess understanding through quiz.
- Main Activity:
- Proceed to the quiz then tell them to answer the critical thinking box on their notebooks.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Organize ideas and put them to writing.
- Language Objective:
- Express self through writing.
- Main Activity:
- Ask the class to put out their journals. Have them write something about the Sci-Pi week held last Friday.
- Evaluation:
- Instruct them to follow proper writing rules.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Understand that some words have multiple meanings.
- Language Objective:
- Write appropriate words in a sentence.
- Main Activity:
- Have them open their books on Multiple Meaning Words. Discuss and show examples through online dictionaries.
- Evaluation:
- Vocabulary:
- Homework:
- Tell the class to write 20 words with multiple meanings
- Materials / Resources (including technology)
- Online dictionaries
Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Emancipation Abraham Lincoln
Journal
Elements of Poetry
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand Union and Confederates in the US.
Write what they feel about Lincolns action against slavery.
Be familiar with the elements of poetry.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Learn Lincoln’s contribution against slavery.
- Language Objective:
- Extract key points from the selection.
- Main Activity:
- Tackle Emancipation account of Abraham Lincoln.
- Evaluation:
- Ask the class to answer critical thinking box on their notebooks.
- Vocabulary:
- Confederates, Union, Civil War
- Homework:
- Learning Objective:
- Organize thoughts about Lincoln’s account and persuade readers on their side.
- Language Objective:
- Express their ideas through writing.
- Main Activity:
- Tell the class to put out their journals and jot down their side about Lincoln’s account from the selection yesterday.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Be familiar with types of poetry and details about it.
- Language Objective:
- Understand the elements of poetry.
- Main Activity:
- Tackle elements of poetry. Discuss in detail.
- Evaluation:
- Vocabulary:
- Homework:
- Remind the class for a quiz on Monday.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Journal notes
Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Graded Recitation on all lessons
Jeopardy game about lessons tackled
Review for Exam
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Evaluate knowledge through recitation.
Assess understanding of concepts through review game.
Spend time to make reviewers for midterm exam.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Determine knowledge gained through recitation.
- Language Objective:
- React or solve questions given.
- Main Activity:
- Refresh the class for 5 minutes then proceed to the easy, average and difficult questionnaires.
- Evaluation:
- Answers will be graded accordingly.
- Vocabulary:
- Homework:
- Learning Objective:
- Gauge concepts acquired from lessons discussed.
- Language Objective:
- Respond to jeopardy games questions.
- Main Activity:
- Tell the class the instructions about the review game then proceed with the jeopardy.
- Evaluation:
- Each point will be added to quiz, homework and worksheets as extra points.
- Vocabulary:
- Homework:
- Learning Objective:
- Study and examine lessons tackled.
- Language Objective:
- Jot down key points to review for midterm.
- Main Activity:
- Tell the class to put out notes and books and index cards.
- Evaluation:
- Have them make reviewers.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Language and Literacy Grade 8
Easy, Average and Difficult questionnaires
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Sound device discussion
Rhyme scheme
Rhyming poem
Test paper and grades
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Learn exam errors and grades.
Know sound devices in poetry.
Elaborate rhyme scheme.
Make rhyming poem.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Know that they can make grades better through discipline and hard work.
- Language Objective:
- Check exam papers. Justify errors.
- Main Activity:
- Distribute test papers.
- Evaluation:
- Tell them why some grades went high and others low. Resort to things/discipline they can do to pull their grades higher.
- Vocabulary:
- Homework:
- Learning Objective:
- Distinguish sound devices in poems.
- Language Objective:
- Read and write examples of sound devices used in poems.
- Main Activity:
- Discuss sound devices in poetry.
- Evaluation:
- Vocabulary:
- alliteration , repetition, onomatopoeia, rhythm and meter, rhyme scheme, assonance and consonance
- Homework:
- Ask the class to find examples of each sound device online then copy them on their notebooks.
- Learning Objective:
- Learn to make an easy rhyming poem using friendship as a topic.
- Language Objective:
- Compose a rhyming poem.
- Main Activity:
- Tackle kinds of poems. Elaborate more on Rhyming poems. Demonstrate how to make one.
- Evaluation:
- Have each one make a rhyming poem about their friends.
- Vocabulary:
- verses, lines, stanzas
- Homework:
- Learning Objective:
- Group rhyming words.
- Language Objective:
- Write rhyme scheme on a copy of a poem.
- Main Activity:
- Discuss pattern of rhyming words in a poem. Ask the class to open books with a long poem.
- Evaluation:
- Ask the class to put a pattern on each end word of the lines of the poem using small letters of the alphabet.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Language and Literacy Grade 7
Midterm Exam papers
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Haiku
Limerick
Acrostic Poem
Free verse
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand the difference of Haiku, Limerick, Acrostic and Free Verse poems.
Assess understanding of kinds of poem.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Know what and where Haiku came from.
- Language Objective:
- Make up a haiku using topics about nature.
- Main Activity:
- Tackle Haiku. Mention the brief origin of Haikus.
- Evaluation:
- Ask the class to make a Haiku about nature.
- Vocabulary:
- Homework:
- Learning Objective:
- Understand that limericks have one constant pattern.
- Language Objective:
- Compose a limerick based on their friends or classmates.
- Main Activity:
- Discuss about Limerick. Tell the class about the origin of this kind of poem. Show the class examples and mention the constant rhyme scheme it has.
- Evaluation:
- Ask each to make an acrostic poem using their English names.
- Vocabulary:
- Homework:
- Learning Objective:
- Experience how to make a free verse poem with not much rules to follow.
- Language Objective:
- Write a free verse poem.
- Main Activity:
- Tell the class that there is an opposite for rhyming poems—Free verse poems. Talk about this to the class.
- Evaluation:
- Give each one time to make a free verse poem about any topic.
- Vocabulary:
- Homework:
- Remind the class to review for a quiz on kinds of poem on Monday.
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Language Arts 8 Journal
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- POET IN ME project:
compose and check draft of poems
print cut and paste
bind and design
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand project: POET IN ME.
Compose drafts of Haikus, Limericks, Acrostics, Free verse and Rhyming poems.
Print, cut and paste papers on base boards.
Bind all poems on 4.5 x 4.5 colored papers and add designs.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Experience composing poems in a limited time.
- Language Objective:
- Make up three of each: Haikus, Limericks, Acrostics, Free verse and Rhyming poems.
- Main Activity:
- Discuss their major project ---Poet in Me. They will have to complete three of each poem that we have tackled- compiled and bound before turning them for checking.
- Evaluation:
- For today, they will have to start composing. Their drafts may be approved or modified.
- Vocabulary:
- Homework:
- Learning Objective:
- Experience composing poems in a limited time.
- Language Objective:
- Enjoy writing poems and the feeling of accomplishment after.
- Main Activity:
- Continue making their drafts. Those who will be done may print their poems.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Organize pages and choose colors to match printed papers.
- Language Objective:
- Cut and paste on colored boards.
- Main Activity:
- Continuation of Poet in Me project. For those who have printed, they may start cutting and pasting on chosen colored boards.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Understand that projects are made by putting so much effort, and that it is important to turn in a quality work.
- Language Objective:
- Sort out designs to add on each page of the project.
- Main Activity:
- Continuation of Poet in Me project. For those who have cut and pasted, they may put their pages and add their designs or sketches on each page.
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Poet in Me project materials:
colored papers, glue, scissors, printer and binders
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Journal
Rhyme scheme
Dramatic clips of actors and actress
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Write about past school trip.
Understand Rhyme Scheme.
Research for dramatic clips of actors and actress.
Watch videos uploaded and score.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Reminisce the fun and educational stuff about school trip experience.
- Language Objective:
- Jot down features of the 3-day school trip.
- Main Activity:
- Have the class write about their recent school trip.
- Evaluation:
- Let each student write on their journal. Describe their trip in detail.
- Vocabulary:
- Homework:
- Learning Objective:
- Learn how poems follow a rhyme pattern.
- Language Objective:
- Label the rhyme pattern of the poems.
- Main Activity:
- Discuss rhyme scheme example.
- Evaluation:
- Give the class an easy and difficult rhyme scheme worksheet.
- Vocabulary:
- Homework:
- Learning Objective:
- Point out dramatic style on screen.
- Language Objective:
- Cut video clips.
- Main Activity:
- Have students make a research on youtube.com about clips of dramatic actors and actress.
- Evaluation:
- Instruct the students to cut the clip and save.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Justify dramatic clips according to brief elements of drama.
- Language Objective:
- Give score and assess dramatic clips chosen.
- Main Activity:
- Continue video clip cutting then watch dramatic clips to score.
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- IT Lab
youtube.com
Journal
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Dramatist Neil Simon
The Governess
Dramatist Anton Chekov
The Ninny
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Learn about the background of playwrights-Neil Simon and Anton Chekov.
Compare and Contrast The Ninny and the Governess.
Know the difference of short story and play.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Explore bio-notes of authors.
- Language Objective:
- Read about Neil Simon and Anton Chekov.
- Main Activity:
- Discuss about Anton Chekov and Neil Simon from the book.
- Evaluation:
- Compare the two authors.
- Vocabulary:
- Homework:
- Learning Objective:
- Extract vocabulary words used in the play.
- Language Objective:
- Learn the structure of the play-The Governess.
- Main Activity:
- Talk about Neil Simon’s The Governess.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Get the lesson and important vocabulary words.
- Language Objective:
- Read and comprehend the short story.
- Main Activity:
- Tackle Chekov’s The Ninny. Notice how the story is written.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Compare and contrast short story and play.
- Language Objective:
- Write correct answers on critical thinking box.
- Main Activity:
- Have a group discussion about both works and focus on the plot and structure.
- Evaluation:
- Compare the works of Neil Simon and Anton Chekov.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Prentice Hall Language and Literacy Grade 8
Notebooks
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Drama elements
Folk tradition elements
Introduction of author-Zora Neale Hurston and the Zuni-Indian Myth
Dramatic actors and actresses
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Know the elements of Drama and Folk Tradition.
Get to know author Hurston of the story Why the Waves Have White Caps.
Evaluate understanding of the elements and myth.
Research about dramatic actors and actresses.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Note the importance of this genre in Literature.
- Language Objective:
- Explain the elements and types of Drama.
- Main Activity:
- Tell the class to put out their books and open on Drama and its elements. Tackle Elements of Drama.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Widen knowledge about American Folk Tradition.
- Language Objective:
- Give details on American Folk Tradition.
- Main Activity:
- Discuss elements and kinds of American Folk Tradition.
- Evaluation:
- Vocabulary:
- Homework:
- Remind the for a quiz about Elements of Drama and Folk Tradition tomorrow.
- Learning Objective:
- Assess understanding of stories discussed.
- Language Objective:
- Read and summarize biographies of dramatists from the web.
- Main Activity:
- Review the class about the myths tackled. Proceed with the quiz prepared.
- Evaluation:
- Instruct the class to go to the IT Lab and make a research on top dramatic actors and actresses. Have them make a bionote on 3 of them.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- IT Lab
Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Why the Waves Have White Caps
Coyote Stole The Sun and Moon
Sherlock Holmes film
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Understand the dialect used in the myth Why the Waves Have White Caps.
Extract moral from the story- Coyote Stole The Sun and Moon.
Comprehend and critic Sherlock Holmes film.
Assess understanding of American Folk Tradition-Myth.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Know more myths from American Folk Tradition.
- Language Objective:
- Read and analyze dialect used in the story.
- Main Activity:
- Discuss ‘Why the Waves Have White Caps’.
- Evaluation:
- Let the class answer critical thinking box from their books.
- Vocabulary:
- Homework:
- Learning Objective:
- Get to know the characters and story background of Coyote Stole The Sun and Moon.
- Language Objective:
- Decipher lessons from the story.
- Main Activity:
- Tackle Coyote Stole The Sun and Moon myth from the book.
- Evaluation:
- Let the class answer critical thinking box from their books.
- Vocabulary:
- Homework:
- Learning Objective:
- Describe and critic the film.
- Language Objective:
- Review a film written by Sir Arthur Conan Doyle.
- Main Activity:
- Have the class watch Sherlock Holmes latest fictional film.
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- No class due to block schedule
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Describe and critic the film.
- Language Objective:
- Review a film written by Sir Arthur Conan Doyle.
- Main Activity:
- Continue watching the film till its end.
- Evaluation:
- Have the class answer the following:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Sherlock Holmes film copy
Prentice Hall Language and Literacy Grade 8
- State of Minnesota Standards Covered
-
- Weekly Informational Knowledge Overview - (Students will know...)
- Language Arts 7 lessons tackled for Finals.
- Weekly Procedural Knowledge Overview - (Students will be able to...)
- Enjoy the game and recitation about all the lessons tackled.
Prepare reviewer for final exams.
Monday
Tuesday
Wednesday
Thursday
Friday
- Learning Objective:
- Recall necessary concepts learned.
- Language Objective:
- Evaluate and assess understanding of concepts and details from previous topics/lessons.
- Main Activity:
- Have the class pick questions from easy to difficult.
- Evaluation:
- They will have to answer to get extra points and a solid score.
- Vocabulary:
- Homework:
- Learning Objective:
- Prepare notes to study before final exam.
- Language Objective:
- Summarize and compose reviewer for finals.
- Main Activity:
- Distribute A4 size papers. Have them get their notes and books.
- Evaluation:
- Instruct the class to make reviewer for their final exam.
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- n/a
- Learning Objective:
- Language Objective:
- Main Activity:
- Evaluation:
- Vocabulary:
- Homework:
- Materials / Resources (including technology)
- Health Book
Health notebook
A4 size paper
- State of Minnesota Standards Covered
-