November 6 - 10

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
November 6

Students who need extra assistance on assigned work this week  may clip this pass and use it to see me Monday, Wednesday, and 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 a quick review of our previous reading and examination of "The Cemetery Path."  Students will then examine the evidence they collected for the writing assignment we never completed on the piece.
  • Students will be given a starter for their response, and then time to write their response in their writer's notebooks.
  • During the last 15 minutes of class, we will examine the data from Friday's second Bi-Weekly Assessment as well as the process students can use to recover this grade.  Students will be given a week to complete "Quiz Corrections" for the assessment to recover up to  1/2 of the credit lost on their original interaction with the assessment.

Homework: Students have new Word Work but no Dialectic Responses due this week as students will be heavily exercising their writing skills in response to the reading we complete this week.  Students recovering credit for the Bi-Weekly Assessment have until Monday of next week to turn in their corrections.  Also, students should make sure they have acquired my signature approving their book for their upcoming book project the first week of December.  Students who have not begun their reading are letting themselves get behind.  You can find all things related to book projects here and the presentation schedule here.

Tuesday

  • Students will begin class with a brief reflection on Standard 2.6.  Students will learn the three types of Irony and explore various textual and visual examples.
  • Students will then read and identify the ironies in Alanis Morissette's "Ironic."  Students will share their observations and then apply what they've learned to a variety of real-life versions of the concepts.

Homework: Students have new Word Work but no Dialectic Responses due this week as students will be heavily exercising their writing skills in response to the reading we complete this week.  Students recovering credit for the Bi-Weekly Assessment have until Monday of next week to turn in their corrections.  Also, students should make sure they have acquired my signature approving their book for their upcoming book project the first week of December.  Students who have not begun their reading are letting themselves get behind.  You can find all things related to book projects here and the presentation schedule here.

Wednesday 

  • Students will compare a model response to "The Cemetery Path" their own.  Various features of the model will be discussed and examined.
  • Students will then briefly reflect on yesterday's lesson on Irony, before meeting Edgar Allen Poe in preparation for reading and responding to the opening narration of one of his most famous stories, "The Tell-Tale Heart."
  • Students will read the first three paragraphs of the story and examine the author's use of dramatic irony that results from the point of view of this strange narrator.  Students will collect evidence, which they will use to construct their responses.  Students who do not complete their responses in class may do so for homework.

Homework: Students should complete their "Tell-Tale Heart" responses if they did not finish them in class. Students also have new Word Work but no Dialectic Responses due this week as students will be heavily exercising their writing skills in response to the reading we complete this week.  Students recovering credit for the Bi-Weekly Assessment have until Monday of next week to turn in their corrections.  Also, students should make sure they have acquired my signature approving their book for their upcoming book project the first week of December.  Students who have not begun their reading are letting themselves get behind.  You can find all things related to book projects here and the presentation schedule here.

Thursday

  • Students will begin class with a brief review of yesterday's experience with the beginning of the "The Tell-Tale Heart."  Students who have not turned in their responses to the opening paragraphs will do so.
  • Students will then complete a reading of the text. 
  • Student teams will discuss a specific question related to the reading and share their responses with the class.

Homework: Students have new Word Work but no Dialectic Responses due this week as students will be heavily exercising their writing skills in response to the reading we complete this week.  Students recovering credit for the Bi-Weekly Assessment have until Monday of next week to turn in their corrections.  Also, students should make sure they have acquired my signature approving their book for their upcoming book project the first week of December.  Students who have not begun their reading are letting themselves get behind.  You can find all things related to book projects here and the presentation schedule here.

Friday

  • Students will begin class with a quick review of the how the parts of the "Cemetery Path" model response function to support the writer's claim.  Students will then look at several strong responses to the opening of "The Tell-Tale Heart."
  • Students will examine the next writing task where they will compare how a video adaptation of the story either changes or stays true to the original.  We will first view a portion of Annette Jung's animated version of the story and then collaboratively evaluate decisions the creator made that stayed true to the original or changed them.
  • Students will use these observations to develop their written response to this version of the story.  Several possible starting points will be discussed and students will  be given remaining time to complete their responses.
  • If time permits, we will view the rest of the video adaptation.

Homework:  Students recovering credit for the Bi-Weekly Assessment have until Monday of next week to turn in their corrections.  Also, students should make sure they have acquired my signature approving their book for their upcoming book project the first week of December.  Students who have not begun their reading are letting themselves get behind.  You can find all things related to book projects here and the presentation schedule here.

Monday

  • Students will begin the class with a discussion on their latest reader response entry addressing the belief systems represented by significant characters in the novel.
  • Students then reflect on tough decision that parallels the decisions some of the citizens of Macomb have had to make.  We will discuss these perspectives.
  • Students will collaborate with their teams on two questions that require them to process the events following the trial of Tom Robinson.  Results will be shared and discussed.

Homework: Students have new Word Work and a  Dialectic Responses due this week.  They will be reading To Kill a Mockingbird chapters 23 - 26 this week and should be ready to respond to Chapters 23 in class tomorrow.

Tuesday

  • Students will begin class with questions they have from the previous evening's reading of Chapter 23.
  • Students will then collaborate with their teams on questions that require them to draw conclusions about the discussions the kids have the night after the trial with their aunt and their father.  Results will be discussed.

HomeworkStudents have new Word Work and a  Dialectic Responses due this week.  They will be reading To Kill a Mockingbird chapters 23 - 26 this week and should be ready to respond to Chapters 24 in class tomorrow.

Wednesday 

  • Students will begin class with questions they have from the previous evening's reading of Chapter 24.
  • Students will then discuss the results from last Friday's Bi-Weekly Assessment and what they can do if they need to recover this grade.  Students will have until next Wednesday to complete the quiz corrections process if they wish to recover the grade.
  • Students will then collaborate with their teams on questions that require them to draw conclusions the events from  Chapter 24.  Results will be discussed.

HomeworkStudents have new Word Work and a  Dialectic Responses due this week.  They will be reading To Kill a Mockingbird chapters 23 - 26 this week and should be ready to respond to Chapters 25 in class tomorrow.

Thursday

  • Students will begin the class reviewing their notes at the end of Chapter 25.
  • 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 23-26.

Homework: Students have new Word Work and a  Dialectic Responses due this week.  They will be reading To Kill a Mockingbird chapters 23 - 26 this week and should be ready to respond to Chapters 26 in class tomorrow.

Friday

  • Students begin class with a new Funny Bone.
  • Students will then experience a quiz on Chapter 26 before being given time to work on their Reader Response for the week.  The class will end with a discussion of significant events from chapter 26

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