English Language Arts-8th Grade
Essential Question: How can an individual make a difference in the lives of others?
Selection Resources: "Thank You, M'am" by Langston Hughes
Below are the handouts we will work on in class. If you need an extra, download and print. This may be done at home or anywhere there is access to a computer and printer.
anticipation_guide_thank_you_mam.doc | |
File Size: | 28 kb |
File Type: | doc |
transition_words.doc | |
File Size: | 38 kb |
File Type: | doc |
determining_theme.doc | |
File Size: | 26 kb |
File Type: | doc |
determining_theme_2.doc | |
File Size: | 29 kb |
File Type: | doc |
thank_you_mam_29.doc | |
File Size: | 25 kb |
File Type: | doc |
Unit One: Narrative Standard
Using the writing strategies of grade eight outlined in Writing Standard 1.0, students:
2.1Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer’s attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of characters).
2.1Write biographies, autobiographies, short stories, or narratives:
a. Relate a clear, coherent incident, event, or situation by using well-chosen details.
b. Reveal the significance of, or the writer’s attitude about, the subject.
c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action,
physical description, background description, comparison or contrast of characters).
Sample: "Thank You" letter: Narrative culminating project.
Click here to view sample letter.
Task: Students will write a letter to Mrs. Louella Bates Washington Jones as if they are Roger as an adult. The letter must contain a reference to the incident that occurred between the two characters, written in the past tense. It also must contain Roger's thoughts and insights on how that incident affected his life. The letter must be written in first person narrative, in friendly letter format, and be free of spelling and grammar errors. In addition, use at least 4 transition words in your letter.
Click here to view the task rubric.
**Extension: Create an avatar of Roger reading your letter. Completed extension projects will be posted to the classroom website and be entered into a classroom competition.
9/26/11 Check out our first round of Avatars! They are posted anonymously. Check back to vote on your favorite later in the week.
Our latest project: creating avatars for characters in a reading selection.
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Students,
You will be testing your proficiency on our first unit, Narrative the week of 10/31- 11/4. It will take all of our class meetings that week since we meet only 4 times a week. Please review your notes and the above slideshow to prepare you for this task.
You will be testing your proficiency on our first unit, Narrative the week of 10/31- 11/4. It will take all of our class meetings that week since we meet only 4 times a week. Please review your notes and the above slideshow to prepare you for this task.
Reading Selection 2: "I Know Why the Caged Bird Sings," By Maya Angelou. Meet our Voki and make a prediction. What do you think the story is about?
Maya's Voki.
"I Know Why the Caged Bird Sings" by, Maya Angelou
Selection Resources/uploads/8/5/8/7/8587593/analyzing_figurative_languagecaged_bird.doc
/uploads/8/5/8/7/8587593/determining_theme_2-1.doc
Letters to Americans Veterans in honor of the Veteran's Day holiday. I am very proud of the students' gratitude towards our troops.
Unit Two: Exposition Reading Selections
Brown vs. Board of Education by Walter dean Myers
Letter from a Birmingham Jail by Dr. Martin Luther King, Jr.
An Open Letter to the Grape Industry by Cesar Chavez
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Instructional Component 2: Exposition Reading and Writing for Informational Purposes
Students will be able to:
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose. In addition, students read one million words annually
on their own, including a good representation of narrative and expository text (e.g.,
classic and contemporary literature, magazines, newspapers, online information).
Structural Features of Informational Materials
2.1 Compare and contrast the features and elements of consumer materials to gain meaning
from documents (e.g., warranties, contracts, product information, instruction manuals).
2.2 Analyze text that uses proposition and support patterns.
connect the essential ideas, arguments, and perspectives of the text by using their
knowledge of text structure, organization, and purpose. In addition, students read one million words annually
on their own, including a good representation of narrative and expository text (e.g.,
classic and contemporary literature, magazines, newspapers, online information).
Structural Features of Informational Materials
2.1 Compare and contrast the features and elements of consumer materials to gain meaning
from documents (e.g., warranties, contracts, product information, instruction manuals).
2.2 Analyze text that uses proposition and support patterns.