8 th Graders Welcome!

1. 8th GradersWelcome! Row Leaders: Grab your row’s folders from the folder box. Have a seat before the bell rings or you will be late. :O) Get out your materials and prepare to write your agenda. -Thank you!

2. A Quick Reminder: • Do not get out of your seat without permission. • If you are eating, put it away or throw it away. • Do NOT shoot trash into the trash can. • Be ready to work and stay on task.

3. 8th Grade Agenda 3-24-11 Thursday • Write your agenda • Warm-up (A.L. #10)* • During this time, I will stamp A.L. #6 and A.L. #8 • If you do not have A.L. #8 done, you will receive detention to finish it. • Review A.L. #8 (Personification CN) • Read: “The Dying Cowboy” (p. 423) and “Maiden-Savin’ Sam” (p. 424)* • Do: Worksheet on “The Dying Cowboy” and “Maiden-Savin’ Sam” worksheet* Objective: On a worksheet, SWBAT identify various literary and poetic devices in “The Dying Cowboy.” and “Maiden-Savin’ Sam.” HW: Finish worksheet-Due tomorrow! A.L.:8.) “…Sam McGee” Personification CN 3/22 10.) Misused and Lit. Devices 3/24

4. Assignment Log #1010.) Misused and Lit. Devices 3/24 Copy down the following sentences and use the word in the bracket that would be the best complete the sentence. (6 min) • I need [fewer, less] apples than that for my pie, thanks. • When poems are not in any particular meter or rhyme scheme, they are in a [free verse, ballad] form. • “The lamp at the shack is the actual lamp that you sat next to when you performed in that act” is demonstrating an example of [consonance, assonance]. • Will you [take, bring] your Xbox when you come over? • I [can, can’t] hardly believe you don’t like Hot Cheetos!

5. Assignment Log #88.) “…Sam McGee” Personification CN 3/23 *Find at least 7 examples of personification in “…Sam McGee.” Write EACH example (the whole line) and then next to it, write what is being personified. • This is an individual assignment! • You will be assigned certain pages depending on where you sit: • Rows 1-3 (pgs. 418-9) (lines 17-44) • Rows 4-6 (pgs. 420-1) (lines 45-68)

6. “The Dying Cowboy” (p. 423) and “Maiden-Savin’ Sam” (p. 424) • You will be given a worksheet with both of these poems on it. • Answer each according to the directions. • You must complete this entire worksheet. • This is due tomorrow!!!...or else!

7. Winding Down *Class is almost over, so it is time to: • Recap: Did you accomplish this objective? Objective: On a worksheet, SWBAT identify various literary and poetic devices in “The Dying Cowboy.” and “Maiden-Savin’ Sam.” • Pass folders with your A.L. packets inside to the front of your row. • Take out agenda to be checked. • When you are dismissed, row leaders please put the folders away.

8. Materials needed • Holt Literature and Language Arts books • 140 wkshts “The Dying Cowboy” (p. 423) and “Maiden-Savin’ Sam”

9. State Standards • 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (for example, ballad). • 3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work.