Conducting Effective Research to Gather Evidence for Writing
8th Grade ELA students continue to learn and apply the elements of argumentative writing to their own writing. Students continue to read examples of argumentative writing from different writers to identify the elements of argumentation and persuasive techniques.
This week, students will be learning to formulate effective questions to focus their research. They will visit the Learning Commons and learn to identify appropriate sources that can be used to support an argument.
Guidelines for writing an argumentative essay are available on page 171 of the student's Springboard text. Page 172 of the same text contains the rubric that will be used to grade the essay. Students will select from a flow map, an outline or other approved graphic organizers to take notes and develop the rough draft for their argumentative essay.
The following link provided an example for students to refer to as they work on the introduction for their argumentative essay.
Also, the grading period for Quarter 3 closed last Friday March 15, 2019. Students and parents will soon be able to check the academic progress online.
Online Report Cards available on StudentVue and ParentVue
Elements of Argumentation
This week, students will work collaboratively to analyze and identify the skills and knowledge necessary for success in the Embedded Assessment 2: Writing an Argumentative Essay. Students will select a topic from a list to develop their own argumentative writing in class. They will examine the rubric that will be used to grade their writing assignment.
As they prepare for this assessment, they will read examples of argumentative essays to identify parts of the writer's argument, evaluate the writer's ideas, point of view, or purpose. Students will learn to determine how the writer manages counterclaims and to identify and apply the six elements of argumentation in their writing.
Based on their current understanding, students will explain the similarities and differences between explanatory and argumentative writing.
Wednesday is Early Release Day: Students will be released 2 hours early
Embedded Assessment: Writing an Explanatory Essay
This week, our students will be working on their Embedded Assessment 1 for Unit 2. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. They will choose their writing topic from a list provided to develop an informative/explanatory essay to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Students will use guidelines and a rubric, provided by the teacher, as reference to develop their writing assignment.
Additionally, students continue working on their IXL assignment for Subject-verb agreement (a score 80% or above on each skill is needed to show mastery) :
Understanding a Society's Way of Life
During this week our class will focus on analyzing the significance of specific passages and the relationship between character and setting.
After completing the novel and having watched the film version of The Giver, students will identify the mood and symbolism used in the novel and evaluate the director’s choices in conveying mood in the film version of the story.
Students completed a study guide before winter break to study for The Giver test. There will also be a vocabulary assessment on specific terms from the novel.
Click on the following link to review and practice the vocabulary words for The Giver and
prepare for a test:
Subject-verb agreement (You need to score 80% or above on each skill to show mastery)
Next Week- The Giver Test
The Giver- Chapters 21-23
This weeks, students in 8th ELA class will be reading the last chapters of The Giver. We will also be taking the assessment for the novel, which includes vocabulary and comprehension questions. At the end of the week we will be watching the film version of the novel and comparing the similarities and differences between the two.
Mood and Memories- As you watch the film, pay close attention to the scenes where Jonas receives the memories. How does the director convey mood?
Study Guide (Click this link to get answers for your study guide)
February 18th through 22nd - No School- Enjoy your Winter Break!
The Giver Chapters 15-20
Our class continues reading The Giver this week. As we read, we will continue to answer and discuss Text Dependent Questions for each chapter. Remember to stay up to date with your assignments. Assignments this week are due Thursday.
Friday February 8th , students will have their Field Trip to Wheeler High School. They will be touring the school for an informative experience of what High School has to offer.
The Giver- Chapters 12-14
This week we will be reading and completing activities for chapters 12 through 14 in The Giver. We can say we are half way there! Hint! Hint!
As we read, we will continue to answer and discuss Text Dependent Questions for each chapter. This will help us better understand the plot and answer any additional questions you might have.
The Giver Chapters 6-11
Monday: MLK Jr. Holiday/No School
Our class continues to read, analyze and discuss chapters from The Giver
in class. This week our focus will be chapters 6-11. Students need to make sure they complete the following activities for each chapter
Quizzes might be administered at any given moment.
The Giver Chapters 3-5
Our class continues to read, analyze and discuss chapters from The Giver in class. This week our focus will be chapters 3-5. Students need to make sure they complete the following activities for each chapter:
Welcome back! We hope everyone had a great holiday break and feels energized to embark into the second half of our school year.
This week, we will begin the study of a novel; The Giver. The Giver is a 1993 American young adult dystopian novel by Lois Lowry. It is set in a society which at first appears to be utopian but is revealed to be dystopian ...
Preparing to engage:
We will start with a review of Harrison Bergeron, highlighting the characteristics of the society described in this short story. Students will use the posters they previously created, while we completed the story at the end of first semester. We will also review the academic vocabulary for this unit.
Students will read, discuss and analyze the article Utopia vs Dystopia, in class. They will complete a double bubble map to compare /contrast both types of societies.
Reading The Giver:
The novel is divided into 23 chapters. This week, we will begin reading and discussing the first three chapters. Students will have a hard copy of the novel to use in class. A book audio version will be available to help students complete any unfinished assignment. Students will be responsible for completing the following activities for each chapter:
Text Dependent Questions
-Password is: student ID
Skill Practice : studentID@ecms