October 16 - 20

Assignments listed here represent the "Plan" for the week.  Plans of course are subject to change as needed, so this should not be considered the last word on what will take place in class or will be assigned for homework.  When plans do change however, the changes will be reflected here (hopefully by the evening of the day in which they are known to exist).

Ott Class Help Pass
clip and use for the week of Oct.
16th

Students who need extra assistance on assigned work this week  may clip this pass and use it to see me Monday - Thursday after school. 

Extra Help is available this week.

Students may use this pass to get help with assigned work
or to discuss Book Projects and Presentations.

Students without passes may not be permitted
to enter the
building before school.

8th Grade ELA  Classes Honors English Classes  (bottom half of this page.)

Monday

  • Students will begin the class with an examination of how to properly use the word "too."  Students will practice the use of the proof with an explanation of "Why people like scary stories/movies."  The results will be shared and discussed.
  • Students will then view a brief video explaining the concept of "Theme" before taking Cornell notes on the topic.
  • After students complete their notes, we will apply them to a well known children's story "Little Red Riding Hood."  Students will use a given process to construct a thematic statement about the story and explore the author's purpose for exploring that theme.

Homework: Students have Word Work and Dialectic Responses due by Friday.  They should also have secured their novel and gotten my signature approving it for their book project by the end of the week.

Tuesday -

  • Students will begin class reviewing their notes on Theme from yesterday's class and then they will examine a  quick Word Work model addressing the word "Theme."
  • Student volunteers will share their findings from yesterday's activity and then transition to the SWBS process for constructing an objective summary of a literary text.
  • Students will apply that process to Little Red Riding Hood coming up with their own summary SWBS statement for the story.
  • If time permits, students will view and discuss a sample book project presentation.

Homework: Students have Word Work and Dialectic Responses due by Friday.  They should also have secured their novel and gotten my signature approving it for their book project by the end of the week.

Wednesday 

  • Students will begin the class with a brief reflection on both plot and theme and then be introduced to a process they will use to apply these concepts to a scary story.
  • Student tables will be given a process to collaboratively read their given story, construct an SWBS statement and a thematic statement for it.  They will then prepare to share their findings with the class.
  • Students will then share their findings about their given story.  Students will be given the opportunity to read other selections that sound interesting to them later in the week.

Homework: Students have Word Work and Dialectic Responses due by Friday.  They should also have secured their novel and gotten my signature approving it for their book project by the end of the week.

Thursday

  • Students will analyze several movie trailers to determine the difference between the movies they remember and the movies reflected in the trailers.  The mood and tone has been altered to create a completely different movie than they know.
  • Students will then complete notes on Mood, Tone, and Suspense before examining these elements at work in a short story titled "The Babysitter."
  • Students will create an SWBS statement and a Thematic Statement for the story as well as complete written observations relating to the use of Mood, Tone, and Suspense in the story.

Homework: Students have Word Work and Dialectic Responses due by Friday.  They should also have secured their novel and gotten my signature approving it for their book project by the end of the week.

Friday

  • Students will begin class with the 6th Funny Bone, making inferences about the given cartoon and attempting to add a caption that reflects a sense of humor.
  • Students will continue their work with "The Babysitter" completing a plot diagram illustrating the structural elements of the story.

Homework:  Students who have turned in their work for the week have no homework over the weekend.

Monday

  • Students will begin the class with an examination of how to properly use the word "too."  Students will practice the use of the proof responding to a question that plays a role in this week's reading of To Kill a Mockingbird.
  • Students will then complete our discussion of issues and events from last week's reading of the novel before ending the class with an examination of the concept of Code Switching.  This concept plays a role in tonight's reading of the novel.

Homework: Students have Word Work and Dialectic Responses due by Friday.  They should also be ready to discuss their reading of Chapter 12 tomorrow and complete reading through Chapter 15 by the end of the week.

Tuesday

  • Students will begin the class reviewing their notes from the end of Chapter 12.

  • Students will then complete and discuss questions relating to the previous evening's reading.  Results will be shared, discussed, and clarified.

  • Students will then use remaining time to revise their identity charts based on new information.

HomeworkStudents have Word Work and Dialectic Responses due by Friday.  They should also be ready to discuss their reading of Chapter 13 tomorrow and complete reading through Chapter 15 by the end of the week.

Wednesday 

  • Students will begin the class reviewing their notes from the end of Chapter 13.

  • Students will then complete and discuss questions relating to the previous evening's reading.  Results will be shared, discussed, and clarified.

  • Students will then view and discuss a brief video titled "The Origins of Lynching Culture" to prepare them for events that are developing in the reading.

Homework:  Students have Word Work and Dialectic Responses due by Friday.  They should also be ready to discuss their reading of Chapter 14 tomorrow and complete reading through Chapter 15 by the end of the week.

Thursday

  • Students will begin the class reviewing their notes at the end of Chapter 14.
  • Students will then collaboratively address discussion questions clarifying their understanding of the previous evening's reading.  Results will be shared and discussed.
  • Class will end with a quick look at the reader response that is due tomorrow for chapters 12 - 15

Homework: Students have Word Work and Dialectic Responses due by Friday.  They should also be ready to discuss their reading of Chapter 15 tomorrow.

Friday

  • Students will begin class with the 5th Funny Bone, making inferences about the given cartoon and attempting to add a caption that reflects a sense of humor.
  • Results will be shared and discussed before beginning our discussion on Chapter 15.
  • Students will respond to several questions relating to events in this chapter and discuss their thoughts on these issues.

Homework:  Students who have completed all of their work this week have no additional homework.