Movie Unit, Day 7

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.
• Present claims and findings, emphasizing 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.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will present their writing prompt responses to the class. Note: No late presentations will be allowed.

Movie Unit, Day 6

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.
• Present claims and findings, emphasizing 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.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will present their writing prompt responses to the class. Note: No late presentations will be allowed.

Movie Unit, Day 5

6th and 7th hour classes will be taking the acuity test.

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.
• Present claims and findings, emphasizing 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.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will continue working on their writing prompts; responses are due at the end of class.  Note: Writing prompt responses will be due tomorrow for 6th and 7th hour classes.

Movie Unit, Day 4

6th and 7th hour classes will be taking the acuity test.

Today is the last day any late work will be accepted!!!

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.
• Present claims and findings, emphasizing 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.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-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.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will finish up the movie.
2. Students will choose one writing prompt to answer based on the movie.

Murder Arguments, Day 4

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will practice unscrambling sentences with participial phrases from example sentences on the board. 
2. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

Murder Arguments, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. Note: Quiz will be on Tuesday!
2. We will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement based on the class discussion of the case.
4. We will watch a video on ethos, pathos, and logos to introduce the concept to students.
5. Students will complete a worksheet and a question trail on ethos, pathos, and logos.

Winter Research Unit, Day 5

Objectives:

1. Students will use technology to publish writing.
2. Students will use technology to collaborate with one another on their project.
3. Students will present a multimedia presentation to the class.
4. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to use the information gathered during research to organize a powerpoint presentation.
2. Students will be able to use technology to collaboratively publish writing.
3. Students will record source information using MLA format.

I Can Statements:

• I can use technology to publish writing.
• I can show relationships between information and ideas.
• I can use technology to collaborate with peers.
• I can cite sources and produce a bibliography.

IPI: Level 6
Bloom's: Level 4


Task List:

1. Students will work on preparing their winter holiday presentations. Note: Students must present using either prezi or Google presentations.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Note Taking Strategies, Day 1

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4/5
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review main ideas, topic sentences, and supporting details.
3. As a class, we will read a sample article.
4. In small groups, the students will complete a note chart by identifying the main idea and supporting details for the article.
5. Once the small groups have completed their charts, approximately ten minutes, we will come back together as a class and fill out the chart on the smartboard. Students will correct any errors they have on their charts during this time. 

Alphabet Autobiography, Day 6

Objectives:

1. Students will be able to 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.
2. Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
3. Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skill: 

1. Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.

I Can Statements:

• I can participate in group/class discussions.
• I can write descriptively.
• I can use figurative language techniques in my writing.

IPI: Level 6
Bloom's: Level 4

Task List:

1. Alphabet Autobiographies are due at the beginning of class today!
2. Students will participate in a popcorn style sharing of their alphabet autobiographies.
3. Students will participate in a figurative language scavenger hunt activity in partner groups to review for Friday's quiz.
4. Students will record one example from their alphabet autobiography for each of the five required figurative language devices on posters for Friday's gallery walk.

Resources:

• Class Calendar 
• 3rd Qtr. Goals ppt
• Alphabet Autobiography ppt
• Figurative Language ppt

Alphabet Autobiography, Day 5

Objectives:

1. Students will be able to 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.
2. Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
3. Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skill: 

1. Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.

I Can Statements:

• I can participate in group/class discussions.
• I can write descriptively.
• I can use figurative language techniques in my writing.

IPI: Level 6
Bloom's: Level 5

Task List:

1. Students will complete several practice activities on figurative language techniques.
2. Students will participate in a peer review activity. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
3. Students will write the final draft of their Alphabet Autobiographies.

Resources:

• Class Calendar 
• 3rd Qtr. Goals ppt
• Alphabet Autobiography ppt
• Figurative Language ppt

Alphabet Autobiography, Introduction Day

Objectives:

1. Students will be able to 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.
2. Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
3. Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Essential Skill: 

1. Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.

I Can Statements:

• I can participate in group/class discussions.
• I can write an explanatory paragraph.
• I can write descriptively.

IPI: Level 5
Bloom's: Level 4

Task List:

1. Students will write a paragraph giving three academic goals for third quarter.
2. Students will discuss requirements and brainstorm character traits for their alphabet autobiography. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.

Resources:

• Class Calendar
• 3rd Qtr. Goals ppt
• Alphabet Autobiography ppt
• Figurative Language ppt

Debate Day

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be participating in a debate on the new federal regulations for school lunches.

Debate Prep., Day 4

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be planning and organizing their arguments for the class debate tomorrow.

Debate Prep., Day 3

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be conducting research for their debate. Source sheets and notes will be due at the end of the hour.

Debate Prep., Day 2

Mid-quarter grades will be turned in on Friday, November 16th.

Objectives:

1. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 5
Bloom's: Level 5

Task List:

1. Students will be conducting research for their debate. (Debate prep. work will be due at the end of class on Tuesday.)

Debates will be held in class on Thursday.

Websites for Research:

• USDA School Meals Regulations
• Healthy School Lunches
• Comparison of Previous and Current Regulatory Requirements
• ABC News Report
• 'We Are Hungry' FOX News Report
• 'Kids Push Back' USA Today
• Tray Talk: Communities for Healthy School Meals
• No Kid Hungry
• Sustainable School: What's for Lunch?
• State Impact
• Jamie Oliver's Food Revolution
• CDC Obesity Statistics
• Obesity in Children
• CNN report on Childhood Obesity in America
• Food and Research Action Center (FRAC) report on Childhood Obesity

Research Starter Questions: “Food for Thought"

1. How do students and parents feel about the new school lunch regulations? Why?
2. Does it do any good to serve healthier foods if the students won’t eat them?
3. What effect would a choice of foods have on lunch prices and student buy-in for the new regulations?
4. How do schools present the new lunch regulations to students and parents?
5.  Have the new regulations resulted in fewer students eating school lunches?

Debate Prep., Day 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a bell work quiz over types of verbs (action, linking, and helping verbs).
2. Debate team selection.
3. Debate topic/position selection.
4. Choose who will prepare the opening and closing statements for each debate team. 

Writing Arguments, Part 2

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Acknowledge and distinguish the claim(s) from alternate or opposing claims.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define counter-argument.
• create a strong claim.
• present claims logically.
• include relevant evidence for and against an argument.

IPI: Level 3
Bloom's: Level 4

Task List:

1. Work as a table group to complete a verb shape puzzle.
2. Notes over counter-argument.
3. As a table group, write five counter-arguments in opposition to  the claim provided by the teacher.

Debate Introduction

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a worksheet on action and linking verbs; we will go over them once everyone has finished.
2. Teacher presentation over debate expectations and procedures.