**All missing assignments and announcements are posted in your Google Classroom.
If you are having trouble accessing Google Classroom or finding your missing assignment, please email me: [email protected]
If you are having trouble accessing Google Classroom or finding your missing assignment, please email me: [email protected]
Monday 3/8/21 - Thursday 3/12/21
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.2, CCSS.ELA-LITERACY.RL.8.3, CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.SL.8.1.A.
Overview: This week, we are wrapping up Toni Morrison's essay, "The Work You Do, The Person You Are," and continuing our analysis of the text--we are also ending our week with a student-led seminar discussion on the subject of whether or not should teenagers work summer time jobs relating to Toni Morrison's autobiographical essay.
Monday 3/8/21 & Tuesday 3/9/21
Learning Objective: Given the essay, "“The Work You Do,the Person You Are,” the students will analyze the text to determine how and why specific words/phrases impact the the meaning and tone both connotatively and figuratively as well as cite textual evidence to support their inferences by completing a C&C T-Chart in groups with 85% accuracy.
Step 1: Open the PPTX Slides & Reading
Step 2: Open the GC Assignment - (Under Assignments)
Step 3: Scroll Down To: "The Work You Do, the Person You Are: A Study in Contrasts: Part II"
Step 4: Work With Your Group To Complete The C&C T-Chart on Page 6 of the Assignment
Step 5: If You Finished Early, Complete The Rest Of The Portfolio/Review Your Answers Before Submitting It
Tuesday 3/10/21 & Thursday 3/11/21
Learning Objective: Given the essay, “The Work You Do,the Person You Are," the students will perform in a final closing-reading of the essay with the teacher before engaging in a student-led seminar discussion as well as respond to a few text-dependent questions and an exit-ticket on Padlet with 85% accuracy.
Step 1: Open The Reading PDF: "The Work You Do, The Person You Are"
Step 2: Final Lean-In Close-Reading: Teacher Reads and Calls On Students To Pick-Up.
Step 3: Engage in a student-led discussion seminar by verbally responding to and building upon text-dependent questions as well as student/peer responses.
Step 4: Complete The Exit-Ticket On Padlet
Monday 2/1/21 - Thursday 2/4/21
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.3, CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.RL.8.7, CCSS.ELA-LITERACY.SL.8.2
Overview: This week, we are continuing our adventure in the world of poetry. We will be analyzing the poem,”Tamara’s Opus,” and how and why particular lines, words/phrases propel drama and illustrate when the speaker changes emotion, tone, and perspective. We are also analyzing the poem in different mediums, such as, multi-media and print, to compare and contrast how and why do the speaker's performance techniques, as often found in spoken poetry, such as, gestures, facial expressions, speed/tempo, sign language/ASL, rhythm, word/phrase emphasis, word play, and volume, correlate to the speaker's change/shift in emotions, tones, and perspectives.
Monday 2/1/21 & Tuesday 2/2/21
Learning Objective: Given the poem,”Tamara’s Opus,” the students will analyze how and why particular stanzas, verses, words/phrases propel drama and illustrate when the speaker changes emotion, tone, and perspective with 85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Review The Definition and Function of Spoken Poetry and Poetry Slam (Slide 2 - 3).
Step 3: Read The Poem, Tamara's Opus BEFORE WATCHING (Slide 5).
Step 4: Watch The "Tamara's Opus" Performance (Slide 6).
Step 5: After You've Watched It, Create a T-Chart In The Google Classroom Assignment. Example On (Slide 7-8).
Wednesday 2/3/21 & Thursday 2/4/21
Learning Objective: Given the poem, “Tamara’s Opus,” the students will analyze the speaker’s delivery techniques in terms of how and why do these techniques demonstrate his change in emotions, tones, and perspectives throughout the performance as well as affect the audience with 85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Review The Difference Between Stanzas and Verses (Slide 13)
Step 3: Ask Yourself How Do We Cite Poetry Lines? (Slide 14)
Step 4: Choose 3 performance techniques from the list on (Slide 15) - Gestures, Speed/Tempo, Facial Expressions, Sign Language/ASL, Rhythm, Word/Phrase Emphasis, Word Play, or Volume.
Step 5: After Choosing 3 Techniques, Watch The Performance, Answer The Question On The Same Piece of Paper You Annotated On Monday (Slide 15).
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Independent Reading: "The Refugee" LINK HERE
As Scholars, we must develop our analytical reading and writing skills. Every week, we will have independent reading pages. This is also a great opportunity to practice our listening and speaking skills as we will be engaging in class discussions relating to the novel. Feel free to annotate or take notes as you read so you can come to class prepared.
Read Pages: 17 - 23 [Due Friday]
Monday 1/25/21 - Thursday 1/28/21
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.RL.8.6, CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.SL.8.2.
Overview: This week, we are entering the world of poetry. We will be analyzing pivotal words and phrases from the poem, "The Hamilton Mixtape" by Lin Manuel-Miranda, to determine/identify their figurative and connotative meanings as well as how they impact the speaker’s overall tone and intention in the poem. We will be citing verses, also known as stanzas in poetry, as evidence to support our inferences of the poem. We will also be analyzing the speaker's various points-of-view on Alexander Hamilton, the audience (watching the performance), and the readers in terms of how each perspective creates suspense, comedy, drama, or melancholy, etc.
Monday 1/25/21 & Tuesday 1/26/21
Learning Objective: Given the poem, “Hamilton MixTape,” the students will analyze pivotal words and phrases to determine their figurative and connotative meanings as well as cite textual evidence to support their inferences of how Hamilton’s life embodies hip-hop w/ 85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Identify the definitions of Connotative/Figurative Language and Meanings (Slide 3)
Step 3: Review Academic Vocabulary Terms (Slide 5)
Step 4: Watch The Hamilton Mixtape Video (Slide 6)
Step 5: After You've Watched It, Think about the text-dependent questions on the next slides (Slides 7, 8, 9, 10).
Step 6: Answer the question that is on Slide 11 on Padlet (Link is in Slide & Here)
Step 7 (IF YOU WERE ABSENT): Please come to class having read the poem and be prepared to engage in a class discussion.
Wednesday 1/27/21 & Thursday 1/28/21
Learning Objective: Given the poem, “Hamilton MixTape,” the students will analyze the speaker’s shift and emphasis in tones, motives, pivotal words/phrases, and point-of-views in terms of how and why the poet’s decisions evoke specific emotions on the audience, the speaker, and the reader w/85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Complete the Figurative/Connotative Warm-Up. (Slide 13)
Step 3: Review the Academic Vocabulary Terms Again. (Slide 14)
Step 4: Read The Hamilton Mixtape Poem. (Slide 15)
Step 5: After you've read the poem, think about the text-dependent question relating to formal tone and language (Slide 16)
Step 6: Watch the Performance and pay close attention to the speaker’s shift and emphasis in tone, motive, specific words/phrases, and point-of-view. (Slide 17)
Step 7: After Watching, think about the question on the following slide. (Slide 18)
Step 8: Complete the Exit-Padlet Ticket AFTER completing steps 6 & 7. (Slide 19)
Schedule: 1/18/2021 - 1/21/2021:
Click Here
Monday 1/18/2021:
MLK Day - No Class
Tuesday 1/19/2021:
NWEA Testing: Math Growth & Reading Growth
Wednesday 1/20/2021:
NWEA Testing: Reading Growth & Math Growth
Thursday 1/21/2021:
NWEA Testing: Language Growth
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Monday 1/11/21:
Students have the day off! Enjoy it scholars!
Tuesday 1/12/21:
CA: CCSS.ELA-LITERACY.W.8.3
Objective: Students will be writing a short 3 paragraph narrative-reflection piece on how they spent their winterbreak
on a Google Doc as a teambuilding and warm welcome back activity.
Due: Write a 3 paragraph reflection on your winterbreak on the Google Document and please make sure to hit submit when you finish.
Instructions
Wednesday 1/13/21:
CA: CCSS.ELA-LITERACY.L.8.6, CCSS.ELA-LITERACY.L.8.3
Objective: Students will be taking a practice NORedINK (Clever App) quiz on their conjunctions (FANBOYS) in terms of how specific words and phrases are combined in complex sentences as well as identifying fragments and dependent/independent clauses.
Due: Finish taking the practice NoRedINK quiz on conjunctions. Please make sure you answer all the quiz questions.
1) Log-in to Clever
2) Scroll down and Click the NoRedINK App
3) Begin the Practice Quiz.
Thursday 1/14/21:
CA: CCSS.ELA-LITERACY.W.8.5
Objective: Students will be revisiting the previous short 3 paragraph reflection to re-write, re-vise, re-edit, re-develop, and re-approach the short winterbreak reflection to strengthen their writing skills in terms of grammar, phrases, and clauses.
Due: Re-Write, Re-Edit, Revise, and Re-Develop your 3 paragraph narrative-reflection on your winterbreak on the Google Document to ensure that your grammar, phrases, clauses, conjunctions, and sentences are written correctly and eloquently.
Instructions
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.2, CCSS.ELA-LITERACY.RL.8.3, CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.SL.8.1.A.
Overview: This week, we are wrapping up Toni Morrison's essay, "The Work You Do, The Person You Are," and continuing our analysis of the text--we are also ending our week with a student-led seminar discussion on the subject of whether or not should teenagers work summer time jobs relating to Toni Morrison's autobiographical essay.
Monday 3/8/21 & Tuesday 3/9/21
Learning Objective: Given the essay, "“The Work You Do,the Person You Are,” the students will analyze the text to determine how and why specific words/phrases impact the the meaning and tone both connotatively and figuratively as well as cite textual evidence to support their inferences by completing a C&C T-Chart in groups with 85% accuracy.
Step 1: Open the PPTX Slides & Reading
Step 2: Open the GC Assignment - (Under Assignments)
Step 3: Scroll Down To: "The Work You Do, the Person You Are: A Study in Contrasts: Part II"
Step 4: Work With Your Group To Complete The C&C T-Chart on Page 6 of the Assignment
Step 5: If You Finished Early, Complete The Rest Of The Portfolio/Review Your Answers Before Submitting It
Tuesday 3/10/21 & Thursday 3/11/21
Learning Objective: Given the essay, “The Work You Do,the Person You Are," the students will perform in a final closing-reading of the essay with the teacher before engaging in a student-led seminar discussion as well as respond to a few text-dependent questions and an exit-ticket on Padlet with 85% accuracy.
Step 1: Open The Reading PDF: "The Work You Do, The Person You Are"
Step 2: Final Lean-In Close-Reading: Teacher Reads and Calls On Students To Pick-Up.
Step 3: Engage in a student-led discussion seminar by verbally responding to and building upon text-dependent questions as well as student/peer responses.
Step 4: Complete The Exit-Ticket On Padlet
Monday 2/1/21 - Thursday 2/4/21
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.3, CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.RL.8.7, CCSS.ELA-LITERACY.SL.8.2
Overview: This week, we are continuing our adventure in the world of poetry. We will be analyzing the poem,”Tamara’s Opus,” and how and why particular lines, words/phrases propel drama and illustrate when the speaker changes emotion, tone, and perspective. We are also analyzing the poem in different mediums, such as, multi-media and print, to compare and contrast how and why do the speaker's performance techniques, as often found in spoken poetry, such as, gestures, facial expressions, speed/tempo, sign language/ASL, rhythm, word/phrase emphasis, word play, and volume, correlate to the speaker's change/shift in emotions, tones, and perspectives.
Monday 2/1/21 & Tuesday 2/2/21
Learning Objective: Given the poem,”Tamara’s Opus,” the students will analyze how and why particular stanzas, verses, words/phrases propel drama and illustrate when the speaker changes emotion, tone, and perspective with 85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Review The Definition and Function of Spoken Poetry and Poetry Slam (Slide 2 - 3).
Step 3: Read The Poem, Tamara's Opus BEFORE WATCHING (Slide 5).
Step 4: Watch The "Tamara's Opus" Performance (Slide 6).
Step 5: After You've Watched It, Create a T-Chart In The Google Classroom Assignment. Example On (Slide 7-8).
Wednesday 2/3/21 & Thursday 2/4/21
Learning Objective: Given the poem, “Tamara’s Opus,” the students will analyze the speaker’s delivery techniques in terms of how and why do these techniques demonstrate his change in emotions, tones, and perspectives throughout the performance as well as affect the audience with 85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Review The Difference Between Stanzas and Verses (Slide 13)
Step 3: Ask Yourself How Do We Cite Poetry Lines? (Slide 14)
Step 4: Choose 3 performance techniques from the list on (Slide 15) - Gestures, Speed/Tempo, Facial Expressions, Sign Language/ASL, Rhythm, Word/Phrase Emphasis, Word Play, or Volume.
Step 5: After Choosing 3 Techniques, Watch The Performance, Answer The Question On The Same Piece of Paper You Annotated On Monday (Slide 15).
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Independent Reading: "The Refugee" LINK HERE
As Scholars, we must develop our analytical reading and writing skills. Every week, we will have independent reading pages. This is also a great opportunity to practice our listening and speaking skills as we will be engaging in class discussions relating to the novel. Feel free to annotate or take notes as you read so you can come to class prepared.
Read Pages: 17 - 23 [Due Friday]
Monday 1/25/21 - Thursday 1/28/21
CA Standards: CCSS.ELA-LITERACY.RL.8.1, CCSS.ELA-LITERACY.RL.8.4, CCSS.ELA-LITERACY.RL.8.6, CCSS.ELA-LITERACY.SL.8.1, CCSS.ELA-LITERACY.SL.8.2.
Overview: This week, we are entering the world of poetry. We will be analyzing pivotal words and phrases from the poem, "The Hamilton Mixtape" by Lin Manuel-Miranda, to determine/identify their figurative and connotative meanings as well as how they impact the speaker’s overall tone and intention in the poem. We will be citing verses, also known as stanzas in poetry, as evidence to support our inferences of the poem. We will also be analyzing the speaker's various points-of-view on Alexander Hamilton, the audience (watching the performance), and the readers in terms of how each perspective creates suspense, comedy, drama, or melancholy, etc.
Monday 1/25/21 & Tuesday 1/26/21
Learning Objective: Given the poem, “Hamilton MixTape,” the students will analyze pivotal words and phrases to determine their figurative and connotative meanings as well as cite textual evidence to support their inferences of how Hamilton’s life embodies hip-hop w/ 85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Identify the definitions of Connotative/Figurative Language and Meanings (Slide 3)
Step 3: Review Academic Vocabulary Terms (Slide 5)
Step 4: Watch The Hamilton Mixtape Video (Slide 6)
Step 5: After You've Watched It, Think about the text-dependent questions on the next slides (Slides 7, 8, 9, 10).
Step 6: Answer the question that is on Slide 11 on Padlet (Link is in Slide & Here)
Step 7 (IF YOU WERE ABSENT): Please come to class having read the poem and be prepared to engage in a class discussion.
Wednesday 1/27/21 & Thursday 1/28/21
Learning Objective: Given the poem, “Hamilton MixTape,” the students will analyze the speaker’s shift and emphasis in tones, motives, pivotal words/phrases, and point-of-views in terms of how and why the poet’s decisions evoke specific emotions on the audience, the speaker, and the reader w/85% accuracy.
Step 1: Click on the PPTX and Follow Along.
Step 2: Complete the Figurative/Connotative Warm-Up. (Slide 13)
Step 3: Review the Academic Vocabulary Terms Again. (Slide 14)
Step 4: Read The Hamilton Mixtape Poem. (Slide 15)
Step 5: After you've read the poem, think about the text-dependent question relating to formal tone and language (Slide 16)
Step 6: Watch the Performance and pay close attention to the speaker’s shift and emphasis in tone, motive, specific words/phrases, and point-of-view. (Slide 17)
Step 7: After Watching, think about the question on the following slide. (Slide 18)
Step 8: Complete the Exit-Padlet Ticket AFTER completing steps 6 & 7. (Slide 19)
Schedule: 1/18/2021 - 1/21/2021:
Click Here
Monday 1/18/2021:
MLK Day - No Class
Tuesday 1/19/2021:
NWEA Testing: Math Growth & Reading Growth
Wednesday 1/20/2021:
NWEA Testing: Reading Growth & Math Growth
Thursday 1/21/2021:
NWEA Testing: Language Growth
-----------------------------------------------------------------------------------------------------------------
Monday 1/11/21:
Students have the day off! Enjoy it scholars!
Tuesday 1/12/21:
CA: CCSS.ELA-LITERACY.W.8.3
Objective: Students will be writing a short 3 paragraph narrative-reflection piece on how they spent their winterbreak
on a Google Doc as a teambuilding and warm welcome back activity.
Due: Write a 3 paragraph reflection on your winterbreak on the Google Document and please make sure to hit submit when you finish.
Instructions
- Log-in to Google Classroom. Click the Due "WinterBreak Reflection" Assignment.
- Read the self-reflection questions on the Google Document to brainstorm your ideas and thoughts before you begin the writing process.
- This is a time to self-reflection, so please take your time to articulate your thoughts and ideas.
- Once you've finished, please hit submit.
Wednesday 1/13/21:
CA: CCSS.ELA-LITERACY.L.8.6, CCSS.ELA-LITERACY.L.8.3
Objective: Students will be taking a practice NORedINK (Clever App) quiz on their conjunctions (FANBOYS) in terms of how specific words and phrases are combined in complex sentences as well as identifying fragments and dependent/independent clauses.
Due: Finish taking the practice NoRedINK quiz on conjunctions. Please make sure you answer all the quiz questions.
1) Log-in to Clever
2) Scroll down and Click the NoRedINK App
3) Begin the Practice Quiz.
Thursday 1/14/21:
CA: CCSS.ELA-LITERACY.W.8.5
Objective: Students will be revisiting the previous short 3 paragraph reflection to re-write, re-vise, re-edit, re-develop, and re-approach the short winterbreak reflection to strengthen their writing skills in terms of grammar, phrases, and clauses.
Due: Re-Write, Re-Edit, Revise, and Re-Develop your 3 paragraph narrative-reflection on your winterbreak on the Google Document to ensure that your grammar, phrases, clauses, conjunctions, and sentences are written correctly and eloquently.
Instructions
- Log-in to Google Classroom. Click the Due "WinterBreak Reflection" Assignment to Open it Again.
- Begin to rewrite your paragraph sentences, phrases, clauses, and conjunctions to sharpen our writing skills.
- This is a re-write, that means we are re-writing our winterbreak reflection to bring clarity to our narratives.