Learning Targets for this week:
Students will overview the requirements for their next embedded assessment, a definition essay. They will:
Students will read and analyze "A Man," poem by Nina Cassian. As they read, students will focus on:
The following link can assist with the analysis of the poem:
Tone & Mood
Students continue to develop their narratives using the hero's journey archetype to develop their stories. This should be completed by Wednesday.
They will also be reviewing Tone and Mood, their definition, the differences and similarities between them, and practice identifying them in a series of short passages from different sources. Thursday, we will visit the learning commons to swap books. Friday, students will take a quiz where they will apply their knowledge of the different stages of the hero's journey as well as identifying tone and mood in short passages.
Writing a Hero's Journey Narrative
Think about all the heroes you have encountered in fiction and real life. What type of hero appeals to you? This week our class will be writing and creating a narrative about an original hero. We will use the Hero’s Journey archetype to develop and structure your ideas. The teacher will provide students with copy of The Hero's Journey Story Plot which they can use a a reference.
Students will plan and create a draft that includes the elements of an effective narrative. They will work with a partner or in small group to revise and edit their piece of writing.
This writing assignment will be evaluated using the scoring criteria from their Springboard text, Page 59. Students may also view the rubric by accessing their Springboard E book from home.
The Graphic Novel
This week, 8th grade ELA students will take a look at a graphic novel adaptation of the A Wrinkle in Time excerpt to learn about the techniques authors to create different effects and convey a message to the reader. Graphic novels use a combination of images and words to tell real or fictional stories. As students explore the graphic novel, they should focus on the effective dialogue and the distinct features that characterize this type of storytelling.
Students will work individually or in small groups to create an illustrated effective dialogue, choosing one of various scenarios provided by the teacher. Templates will also be provided for students to develop their graphic stories. As students work in their project, the following terms can guide their discussion and writing about graphic novels with precision:
Panel—squares or rectangles that contain a single image
Gutter—space between panels
Dialogue Balloon—circular shape that contains communication between/among characters
Thought Bubbles—shape that contains a character’s thoughts shared only with the reader
Caption—box that provides background information about the scene or character
Sound Effect—visual clue about sounds in the scene
Long Shot—image that shows a character or object from the distance so you can see its entirety
Extreme Long Shot—image that shows objects or characters in very small scale, often showing a landscape or crowd of characters
Close-up—image that is shown in a large view taking up at least 80 percent of the panel
Extreme Close-up—image that is shown in very large view, often focusing on a small portion of a larger object or character
They will work in small groups to draft and illustrate the final event in a narrative.
Important Notes this week: