Bell Work

1. Bell Work 8/26 – 8/30

2. (A lot/Allot) of people came to the party. • The student’s parents thought they had instilled stronger moral (principles/principals) in their son. • “Keep all your assignments in your notebook so you don’t (lose/loose) any of your work,” advised Mrs. McGee. • I had everything I needed to make cookies, (except/accept) chocolate chips. • Tia listened carefully to Stacy’s dilemma before offering her (advise/advice). Monday, August 26 Directions: Rewrite each sentence to include the correct word from the parentheses.

3. (A lot/Allot) of people came to the party.  • The student’s parents thought they had instilled stronger moral (principles/principals) in their son.  • “Keep all your assignments in your notebook so you don’t (lose/loose) any of your work,” advised Mrs. McGee.  • I had everything I needed to make cookies, (except/accept) chocolate chips.  • Tia listened carefully to Stacy’s dilemma before offering her (advise/advice).  Monday, August 26 Directions: Rewrite each sentence to include the correct word from the parentheses.

4. Wherever he goes, the esteemed Dr. Sanchez is applauded for his life saving research. • I believe that if you lower taxes so that people can keep more of the money they earn, it will be an incentive for them to work harder. • Fortunately, the explosion diverted the asteroid from a course that would have sent it hurdling into our planet. • Most of America’s Founding Fathers did not believe in women’s suffrage. Only men could vote in the US until 1920. • In the early 1600s, a dangerous trip across the Atlantic Ocean was a daunting idea. The Europeans, who would someday be known as the Pilgrims, must have been a very determined and brave group of settlers. Tuesday, August 27. Directions: Read each sentence and determine the meaning of the underlined word using context clues. Write the definition in a complete sentence.

5. Someone who is esteemed is highly respected and admired.  • An incentive is a thing that motivates or encourages someone to do something. • If something is diverted, it has changed course or turned from one direction to another.  • Suffrage refers to the right to vote in political elections. • When something is daunting, it seems intimidating while you wait for it.  Tuesday, August 27. Directions: Read each sentence and determine the meaning of the underlined word using context clues. Write the definition in a complete sentence.

6. The artist preferred to paint in oils ___ he did not like watercolors.  • The challenges are not impossible ___ but they are very hard to clear.  • If he misses his appointment ___ he’ll have to wait another six months to see the dentist.  • Italy is my favorite foreign country ___ in fact, I plan on staying there for three weeks this summer.  • The computer can perform many calculations at once ___ however, it cannot reason like a human.  Wednesday, August 28 Directions: Read each sentence and determine if the clauses should be connected using a semicolon (;) or a comma. Write each sentence using the proper punctuation.

7. The artist preferred to paint in oils; he did not like watercolors.  • The challenges are not impossible, but they are very hard to clear.  • If he misses his appointment, he’ll have to wait another six months to see the dentist.  • Italy is my favorite foreign country; in fact, I plan on staying there for three weeks this summer.  • The computer can perform many calculations at once; however, it cannot reason like a human.  Wednesday, August 28 Directions: Read each sentence and determine if the clauses should be connected using a semicolon (;) or a comma. Write each sentence using the proper punctuation.

8. When the islanders started fighting amongst themselves the monkeys took control. • The islanders were weary of fighting consequently, the monkeys faced little resistance. • As soon as the monkeys were in charge of fire island things began to change. • Tiny demanded all kinds of crazy things from the islanders this troubled them greatly. • One warm summer morning Tiny marched to the village square and pronounced a new law. Thursday, August 30 Directions: Read each sentence and determine if the clauses should be connected using a semicolon (;) or a comma. Write each sentence using the proper punctuation.

9. When the islanders started fighting amongst themselves, the monkeys took control.  • The islanders were weary of fighting; consequently, the monkeys faced little resistance.  • As soon as the monkeys were in charge of fire island, things began to change.  • Tiny demanded all kinds of crazy things from the islanders; this troubled them greatly.  • One warm summer morning, Tiny marched to the village square and pronounced a new law.  Thursday, August 30 Directions: Read each sentence and determine if the clauses should be connected using a semicolon (;) or a comma. Write each sentence using the proper punctuation.

10. Photo Friday, August 31 Directions: Put yourself at the beginning of this bridge. Using what you see in the photo, imagine what you would find if you crossed to the other side. Write 5-8 sentences describing what you think you would find at the end of this bridge.

11. Photo Friday, August 31  This is the Bridge to Nowhere in Whanganui, New Zealand.

12. 8th grade ELA August26th– 30th, 2019

13. Monday Agenda

14. Bell work -Grammar

15. Mon.Learning TargetWe will take the EasyCBM to show our progress and growth in our ELA class. We will read a complex text and identify the main idea/theme of the text. 

16. Success Criteria I can read a complex text.  I can annoatate the text for purpose using the annotation guide.  I can answer each question using the text to support my reasoning and answer.  I can determine the main idea and the purpose of the text. 

18. AOW Day 1

19. House on Mango St. Anticipation Guide

21. Annotation Guide

22. Tuesday Agenda • Learning Target & Success Criteria Review • Bell work – Confusing Words • Daily Classwork Activities – 1. Library – We will go down to the Library to have a quick overview of the procedures for checking out books in the Library. Students will be able to check out a book to use for sustained silent reading.  2. Article of the Week - Student will re-read the article focusing on important names, along with making comments and asking questions that push them past the text.  3. Author Research - Students will complete the handout about the author of our upcoming novel, to gain background information.  Homework 1. Complete the Author Research Handout 2. Make sure to have your 1st novel (House on Mango Street) by Sept. 2nd

23. Tuesday • Standards • 8.RI.1 • Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • 8.RI.3 • Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). • 8.RI.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • 8.RI.6 • Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

24. Bell work -Confusing Words

25. Library

26. Tues.Learning Target We will research about the author of our upcoming novel study so that we can build our background knowledge. We will annotate the text for a deeper understanding of the text. 

27. Success Criteria I can read a complex text.  I can annotate the text to gain a deeper understanding of the text.  I can read informational texts online to help me discover background information about the author of our 1st novel.  I can determine what information is important in a text and what information is not important in answering the question

28. AOWReview Day 1Complete Day 2

29. Annotation Guide

30. Author Background Research

31. Wednesday Agenda

32. Wednesday • Standards • 8.RI.2 • Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. • 8.RI.1 • Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • 8.RI.3 • Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). • 8.RI.4 • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

33. Bell work -Punctuation Rules

34. Wed.Learning TargetWe will research the different policies and processes of assimilating into America by studying different online informational texts. We will use these texts to answer the questions and to gain a deeper understanding of our 1st novel. Wednesday • .

35. Success Criteria I can read a complex text.  I can annotate the text to gain a deeper understanding of the text. I can cite textual evidence to support my answer and analysis of the text.  I can determine what information is important within a text.

36. Annotation Guide

37. Annotation Guide

38. AOWReview Days 1 & 2 Complete day 3

39. How Do I Properly Cite Textual Evidence?-STEP # 1 START WITH A STRONG TRANSITIONAL STATEMENT 1. On page ____, the author states, 2. The text states, 3. The author explains, 4. ________ says, 5. According to the text,

40. How Do I Properly Cite Textual Evidence?-STEP # 2 Following the strong transition, punctuate your text- evidence like this: . “ “ (Smith 14) Word-for-word textual evidence CLOSE QUOTATION PARETHENSES FOLLOWED BY AUTHOR’S LAST NAME & PAGE # OPEN QUOTATION WORD-FOR-WORD TEXT PERIOD ENDS THE SENTENCE Example Citation The author states, “90% of students have cellular devices” (Regan 241) . MLA PARETHETICAL CITATIONS

41. What is Theme? • Themeis the central idea, or insight, about lifeand human behavior that a story reveals. • The theme is what makes a story linger in our hearts and minds long after we have read it. • It is the idea on which the story is built. • Theme most often applies to literary texts such as novels, short stories, dramas, and poetry.

42. Let’s Practice! • What is the theme of these popular films? • Beauty and the Beast • The Hunger Games

43. What is Central Idea? CENTRAL IDEA = MAIN IDEA These terms mean the same thing. • The central idea of a passage is the message that the author is trying to get across to the reader. • The central idea is not the topic. A central idea is stated in a sentence, not just one to two words. • Central idea most commonly refers to informational texts.

44. Finding the Main Idea • To find the main idea of a paragraph or passage, ask yourself this question: What is the most important point the author wants me to understand about the topic?

45. Let’s Practice! • What is the main idea of this paragraph? "Taking vitamins may be beneficial to your health for several reasons. For one thing, vitamins provide essential nutrients that may be lacking in your diet. Also, some vitamins may reduce your risk of cancer and other diseases. Finally, vitamins may increase your energy and improve your well-being."

46. Annotating informational text onlineNow let's look at the different features!! www.commonlit.org/code Code: 5EY86J Click on the informational text: “Healing Brick City” • What do you notice that you can do with the text? • As you notice you will have to read and answer questions correctly in order to move on through the text. Why is this important? • What other interesting features do you notice?

47. https://www.commonlit.org/en/texts/self-concept

48. The House ON Mango Street Web-quest https://rcschools-my.sharepoint.com/personal/edwardska_rcschools_net/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Fedwardska_rcschools_net%2FDocuments%2F8th%20Grade%20ELA%20Materials%2FHouse%20on%20Mango%20Street%2FACFrOgBmvroNmTuvCC6LuYvpGaRmVBoFFyl1rd43d895qMHT8IXhlrFdr-m51QTk0psBlt0xbGXojmj1WPmXh1tzHM32k0qkzu_Osg9k7x_wA7OCoET-uaV3hLP0LFU_%2Epdf&parent=%2Fpersonal%2Fedwardska_rcschools_net%2FDocuments%2F8th%20Grade%20ELA%20Materials%2FHouse%20on%20Mango%20Street&ct=1566967238454&or=OWA-NT&cid=78a0834f-eaa2-06df-e3bd-0cfa8d006399

49. Thursday Agenda • Bell work – Planbook & Punctuation • Learning Target & Success Criteria Review • Daily Classwork Activities – 1. Vocabulary Test - Students will show mastery of the 12 academic words that we have discussed and reviewed for the past 2 weeks.  2. Vocabulary Words - Students will receive 6 new vocabulary words that are essential for the novel. Students will complete the Frayer model in their notebook for each word.  3. Step-to-the-line - Anticipation Guide for the House on Mango Street: Students will be given a phrase that revolves around our novel, and if they have felt that way before then they are to step to the line and share out. At the end, students are write a 8 sentence summary of what they have learned about their fellow classmates. The paragraph should flow and be cohesive. Homework 1. Complete the Frayer model for your 6 new vocabulary words. 2. Complete your summary

50. ThursdayStandards • 8.W.2c • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • 8.W.2d • Use precise language and domain-specific vocabulary to inform about or explain the topic. • 8.W.4 • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.