2 October 2018

Here ya go! Redemption Research is tonight. Below is the link to the research topics, and it can also be found on the Resources page of this blog. Read ALL directions carefully as failure to follow all instructions will nullify your submission, and grade will remain unchanged. This is optional! You are not required to attempt this assignment.
I will check my email for questions around 7:30 tonight and will NOT check after 7:55 tonight.
Declaration of Independence Research 2018-2fcr5nz

1 October 2018

We are back! Quick update:
Periods 1 and 7 will continue their novel studies and work towards a short definition essay.
Periods 2, 3, & 6 will spend the week working on the above referenced essay.
I am working as quickly as possible to get the grades up-to-date. Which reminds me – sometime this week I will offer the Redemption Research assignment which has been covered repeatedly in class. Keep watching!
Standards remain unchanged this week.

19 September 2018

Nope! No Redemption Research yet. But – I will offer 5% bonus on tomorrow’s paragraph exercise if you print this blog and have a parent’s signature on this blog. Not all classes will be taking the quiz tomorrow – but you will. When you do, you will a 5% bonus as well.
Good luck!

17 September 2018

The week has begun and it will be busy in all classes as we move toward Fall Break.
First period has now chosen topics for their class presentations about the novel She. The selections can be found in the Resources tab of this blog. As we move through the week, we will look at sensory and descriptive writing techniques for improved visual quality of essays.
Second, third and sixth periods are focused on the same sensory and descriptive details as they will write their definition essay this week.
Seventh period is just beginning their novel study. As part of the STEM program, their novel study focuses on the role of science in society as well as the literary questions Stevenson provides in The Strange Case of Dr. Jekyll and Mr. Hyde.
DON’T FORGET! Check each night starting tonight through October 5 (Fall Break week not included) for the opportunity to complete Redemption Research and greatly improve your grade if you currently have a failing score on any single formative assessment. Not tonight – though.

10 September 2018

Here we go! Our overarching theme for classes this week is improving our writing skills to aid in an effective definitions essay as well as the other types and genres of writing.
Today all classes were assigned research topics for the week as we continue our ongoing work on the research standards for eighth grade. There are two separate topics that have been assigned based on class period. While each class has their topic, due to a temporary technical glitch, I cannot post the PowerPoints tonight. They will, however, be posted by 9:15 a.m.

5 September 2018

We are moving into a more writing based series of instruction this week for periods 2,3, 6, & 7.
Period 1 will resume our novel study this week. Remember – tomorrow is the chapter reward quiz (chapters 2 – 6).
Poetry returns Friday, so if you are scheduled to read on Friday, September 7 – your poem needs to be in my hands tomorrow for copying.

27 August 2018

ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE8RI2: 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.
ELAGSE8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on
ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
ELAGSE8W4: 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.)
ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)
ELAGSE8W6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate
with others.
ELAGSE8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELAGSE8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
ELAGSE8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELAGSE8SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ELAGSE8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when