8th Grade Week 15 Agenda & Objectives
12/10-12/14
Monday & Tuesday: Literature
•
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (eg through comparisons,
analogies, or categories).
•
8.5.66 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting
evidence and viewpoints.
•
8.11.6.6 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.
Wednesday: Literature
•
8.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Gr. 8 topics,
texts, and issues, building on other’s ideas and expressing their own clearly (a-e).
•
8.5.3.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (eg through comparisons,
analogies, or categories).
•
8.5.66 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting
evidence and viewpoints.
Thursday: Literature
•
8.4.6.6Analyze 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.
•
8.5.1.1 Cite the textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.
Friday: Quiz/Grammar Friday
•
8.11.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing (a. punctuation –
comma, ellipsis, dash – to indicate pause or break; b.Use ellipsis to indicate omission; c. spelling)
Daily Writing: Football
12/11/12
Write with DETAIL! At least 5 sentences!
•Imagine you worked at a football
stadium. What would your job be
(quarterback, cheerleader, coach,
referee, ticket seller, etc.)? Describe
what you would do while you were on
the job.
Tuesday: Socratic Seminar
Slide 1/3
Planner :
• Editor checklist and e-mail 2nd draft due
YESTERDAY!
• Physically turn in your checklist and 1st draft
marked up TODAY!
• Define and write sentences for 1st section of
vocab.
Seminar Rules:
Slide 2/3
• 1. Speak so that all can hear you.
• 2. Listen closely.
• 3. Speak without raising hands.
• 4. Refer to the text.
• 5. Talk to each other, not just to the leader.
• 6. Ask for clarification. Don’t stay confused.
• 7. Invite and allow others to speak.
• 8. Consider all viewpoints and ideas.
• 9. Know that you are responsible for the quality of the
seminar.
Tuesday: Socratic Seminar
Slide 3/3
Journal title: My Memory
• Describe something that happened to you that you will
NEVER forget.
• It could be something bad or good!
Planner :
• Editor checklist and e-mail 2nd draft due YESTERDAY!
• Physically turn in your checklist and 1st draft marked
up TODAY!
• Define and write sentences for 1st section of vocab.
Daily Writing: Home
12/12/12
Write with DETAIL! At least 5
sentences!
•What do you like most about
home? Describe your home in
detail.
Wednesday: Travels with Charley
Slide 1/2
• Vocab due today (Notebook title: 12.12 Vocab)
Planner :
• Due tomorrow:
• The second half of vocab (define & use in
sentence).
• Finish reading and do worksheet from Travels
with Charley #1-8
• Quiz Friday on vocab 12.12 & 12.13 and
questions on stories read in class.
Wednesday: From Travels with Charley
Journal title: Travels
•List Five places you would like to see in
the United States or the world and write
one sentence about why you would like to
visit each place.
• Start reading the story on pg. 154-162
• Post Reading: Share pre-reading.
Daily Writing: Season
12/13/12
Write with DETAIL! At least 5
sentences!
•What is your favorite season?
What do you like about it? What
do you like to do during that
season?
Thursday: Jack London
•Missing 2nd drafts: Email me by tonight or
print it for me by class tomorrow or it will
turn into a ZERO. Also, you will not get my
feedback before you’re expected to hand
it in with your rubric.
Planner : Finish questions 1-4 on Up the Slide
by Jack London and study for quiz
tomorrow!
Thursday: Jack London
• Due today: The second half of vocab (define & use in sentence),
worksheet from Travels with Charley #1-8, and extra HW (if
assigned).
• Journal title: Fears
• Think of the dangers that might spark fear in the wilderness
area. Write at least three sentences that describe these
dangers. Try to use the following words: anticipate, collapse,
detect, illuminate, horror.
• Write about one thing you are afraid of. Why are you afraid
of this thing? At least 4-6 sentences.
• Up the Slide pg. 174.
Planner : Finish questions 1-4 on Up the Slide by Jack London and
study for quiz tomorrow!
Daily Writing: Dr.
12/14/12
Write with DETAIL! At least 5
sentences!
•If you were a doctor, what kind
of doctor would you be? (Ex:
children’s doctor, veterinarian,
eye doctor, dentist, etc.).
Explain what your job would be
like in detail.
Daily Writing: Dr.
12/14/12
Write with DETAIL! At least 5
sentences!
•If you were a doctor, what kind
of doctor would you be? (Ex:
children’s doctor, veterinarian,
eye doctor, dentist, etc.).
Explain what your job would be
like in detail.
Friday: Quiz & Grammar
• Collect Up the Slide by Jack London HW.
• Any late essays? If not, I will not be able to give you feedback before you
have to hand in your rubric-graded essay and your 2nd draft grade turns into
a zero.
• Any other extra HW or late HW?
15 mins: Quiz! NO TALKING! Raise your hand! When you’re finished, raise your
hand, and read silently.
• If we can do this, I will put THREE fuzzy balls in your jar!! 
• Take notes on “other” punctuation
Planner :
• Finish grammar worksheet by Monday if you don’t get it done in class.
En Dash
• En Dash • An en dash, the width of an n, is a little longer
than a hyphen. Used for periods of time when
you might otherwise use to.
• Examples:
The years 2001–2003
January–June
• An en dash is also used in place of a hyphen when combining open
compounds.
• Examples:
North Carolina–Virginia border
a high school–college conference
Em Dash
Slide 2/2
• An em dash is the width of an m. —
• In informal writing, em dashes may replace
commas, semicolons, colons, and parentheses to
indicate added emphasis, an interruption, or an
abrupt change of thought.
• Examples:
You are the friend—the only friend—who offered to help me.
• I pay the bills—she has all the fun.
A semicolon would be used here in formal writing.
• I need three items at the store—dog food, vegetarian chili, and
cheddar cheese.
**Remember, a colon would be used here in formal writing.
Parentheses
Parentheses ( )
Rule 1: Use parentheses to enclose words or
figures that clarify or are used as an aside.
• Example: I expect five hundred dollars ($500).
Rule 2: Use full parentheses to enclose numbers
or letters used for listed items.
• Example: We need an emergency room physician
who can (1) think quickly, (2) treat patients
respectfully, and (3) handle complaints from the
public.
Brackets
Slide 1/2
• Brackets []
• Rule 1. Use brackets to insert comments or
clarifying information within a direct
quotation. The brackets indicate the
parenthetical information is not included in
the original text of the quotation itself.
• "That disaster [February's earthquake]
devastated communities for thousands of
square miles."
Brackets
•Rule 2. Use brackets to enclose
parenthetical information within
material that is already enclosed in
parentheses, in order to avoid
confusion.
• Elizabeth served in the role of president (an
"honorary" [unpaid] position) because she was
sincerely concerned about changing the direction of
the organization.
Ellipses
• Ellipses …
• Rule 1. Use ellipses when material has been
omitted from a direct (word-for-word)
quotation, whether the omission is a word,
phrase, or several sentences.
• Example: The absurdity of the situation makes me
ponder Hamlet's query "whether ‘tis nobler in the
mind to suffer . . . outrageous fortune."
Ellipses
•Rule 2: Use ellipses to indicate a
pause, hesitation, or unfinished
thought.
•The veterinarian spoke softly, "The
poor horse is . . . was . . ."