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Standards for Grading Period 1:

RL.2.1, RL.2.2, RL.2.3, RV.1, RV.2.1, RV.3.1, W.1, W.6.1, W.6.2

8th Grade Sight Word List:

http://web.lincoln.k12.mi.us/buildings/Ms/Looker/8sightwords.asp

Middle School Grammar Explanatins and Pratice:

Grade 7:

http://www.glencoe.com/sites/common_assets/workbooks/language_arts/gpw/7gpw2.pdf

teachers edition:  http://www.glencoe.com/sites/common_assets/workbooks/language_arts/gpw_blm/7gpw1.pdf

 

Grade 8:

teachers edition:  http://glencoe.com/sites/common_assets/workbooks/language_arts/gpw_blm/8gpw1.pdf

http://www.glencoe.com/sites/common_assets/workbooks/language_arts/gpw/8gpw2.pdf

Grade 9:

http://glencoe.com/sites/common_assets/workbooks/language_arts/gpw/9gpw2.pdf

teachers edition: 

Lesson Plans for Grading Period 1:

Wks. 1-2:  Grammar Focus:  Parts of Speech, Pronouns     

  • Personal pronouns
  • Possessive pronouns
  • Reflexive pronouns
  • Intensive pronouns 

Vocabulary Focus:  8th Grade Sight Words rows 1 and 2.  Students must be able to:

  • pronounce the words
  • define the words
  • use them in a sentence correctly

Learn to identify theme in the following short stories:  The Story Teller and Coyote Steals the Sun and Moon.

  • Students learn  the definition of theme and practice with short scenarios where they must identify a main topic and a life lesson related to that topic.
  • Students think of a life lesson they would like to teach and create a short scenario  that teaches that lesson.
  • Use the theme charts as a graphic organizer to identify the theme of each short story along with supporting details.  http://blogs.scholastic.com/files/theme_b.pdf
  • Choose one graphic organizer to write a "What Is the Theme" paragraph to be included in the student's writing portfolio.

 

Wks. 3-4:  Grammar Focus:  Capitalization and Punctuation

  • Capitalization within quotation marks
  • Capitalization of titles
  • Capitalization of commonly mistaken pronouns and proper nouns
  • Punctuation within quotation marks
  • Colon vs. Semi-Colon

Vocabulary Focus:  8th Grade Sight Words rows 3 and 4.  Students must be able to:

  • pronounce the words
  • define the words
  • use them in a sentence correctly

Analyze short stories and the importance of various points of view by reading the following short stories:   The Tell-Tale Heart, and Flowers for Algernon.

  • Discuss the meaning of point of view and how it contributes to a written passage.  Use The Three Little Pigs as told from the wolf's perspective as a model.
  • Students read and discuss the short stories, focusing on the point of view. 
  • Students retell a critical event from the story using the point of view of a different character.  They will analyze how the story differs based upon that character's point of view.  
  •  Choose one short story from our textbook or from a media source.  Copy an event as told by the character in the story.  Choose a different character in the story and rewrite that event.  This writing will be included in the student's writing portfolio.  

 

Wks. 5-6:  Grammar Focus:  Phrases and Clauses

  • Independent clauses
  • Dependent clauses including:  adverb clause, relative clause, and noun clause
  • Gerunds and gerund phrases
  • Participial phrases

Vocabulary Focus:  8th Grade Sight Words rows 5 and 6.  Students must be able:

  • pronounce the words
  • define the words
  • use the words correctly in a sentence

 Learn about the elements of plot by reading the following short stories:  The Medicine Bag, and Thank You Ma'am                                                                                                                                                                                                                                                                                                                                                                                                                

  • Identify the various elements of plot using the plot structure outline.
  • Practice identifying various elements of plot with short reading passages.
  • Using a short writing prompt, students must first create a plot structure outline to serve as a skeleton for writing a story.
  • Complete plot structure outlines for the short stories read during class.  
  • Students choose a short story from an on line resource.  After reading it and creating a plot structure outline, students cut the outline into pieces.  They give their cut up outline to another student who must use logical reasoning to place the outline in order.  That student will then read the short story and decide if any elements of his plot structure outline needs to be revised.  
  • Students choose one short story to write a book review for.  Elements of plot should be included in the review.  It will be "published" in the student's writing portfolio.

 

Wks. 7-9:  Grammar Focus:  Precise Language (Adjectives and Adverbs)

 Learn about types of characters and direct and indirect characterization by reading the novel The Pearl.   (click on the tab above for the novel)

  • Learn about direct and indirect characterization by looking at short character descriptions and deciding how we are learning something about the character.  Is the author telling us directly or are we inferring?
  • Learn about different types of characters including:  protagonist, antagonist, flat, round, dynamic, and static.  
  • Using a character chart, keep track of the characters in the novel, recording character traits, ecamples of direct and indirect characterization, and our thoughts regarding the chracter types in the novel.  
  • Complete the reading comoprehension activities for the novel.  
  • Write a detailed book report for the novel including information regarding:  critical plot elements, theme, and characters.  This report will be included in the student's writing portfolio.  

Standards for Grading Period 2:

RL.2.1, RL.2.2, RL.2.3, RV.1, RV.2.1, RV.3.1, W.1, W.6.1, W.6.2

Lesson Plans for Second Grading Period:

Wks. 1-2:  Analyzing and Writing About Themes Found in Tuck Everlasting  (Click on the tab above for the novel)

What's the Big Idea?:  How to Identify a theme:  http://blogs.scholastic.com/files/theme_b.pdf

Searching for a Theme:  http://blogs.scholastic.com/files/theme_a.pdf

Use this link to access the comprehension questions and vocabulary activities for each chapter:

http://mrjeffreyphillips.pbworks.com/w/file/fetch/69961781/tuck-everlasting-study-guide2.pdf

  • Read and discuss the novel Tuck Everlasting.      (Chapters 10- Epilogue)
  • Complete the reading comprehension activities found by clicking on the Tuck Everlasting tab.
  • Learn how to identify a theme by first identifying various topics and then writing "theme sentences" based upon the topics.  
  • Learn how to write an effective introductory paragraph for an essay on theme.
  • Write an introductory paragraph identifying a theme for the novel.  This will be included in the student's writing portfolio.  
  • Sight Words List 3:  Definitions, Sentences, and Activities

Wks. 3-4:  Analyzing and Writing about Themes Found in Tuck Everlasting (Click on the tab above for the novel)

What's the Big Idea?:  How to Identify a theme:  http://blogs.scholastic.com/files/theme_b.pdf

Searching for a Theme:  http://blogs.scholastic.com/files/theme_a.pdf

Use this link to access the comprehension questions and vocabulary activities for each chapter:

http://mrjeffreyphillips.pbworks.com/w/file/fetch/69961781/tuck-everlasting-study-guide2.pdf

  • Read and discuss the novel Tuck Everlasting.      (Chapters 19- Epilogue)
  • Complete the reading comprehension activities found by clicking on the Tuck Everlasting tab.
  • Learn how to identify a theme by first identifying various topics and then writing "theme sentences" based upon the topics.  
  • Learn how to write an effective introductory paragraph for an essay on theme.
  • Write an introductory paragraph identifying a theme for the novel.  This will be included in the student's writing portfolio.  
  • Watch the movie for Tuck Everlasting.  Students compare and contrast the movie with the novel.
  • Sight Words List 4:  Definitions, Sentences, and Activities

 

Wks. 5-6:  Identify Conflict and Elements of Plot in Short Stories

  • Read and discuss the short story "The Necklace" by Guy de Maupassant
  • Learn the various types of conflict and how to identify and classify each within a short story.
  • Complete vocabulary and comprehension questions for the short story.
  • Identify conflict in the short story and have students write a short paragraph in order to explain the conflict with supporting evidence from the short story.  
  • Complete plot summary chart for the short story.
  • Students will write a short story of their own using at least one type of conflict.  They will use a plot summary structure as a guide to writing their own story.     
  •  

Wks. 8-9:  Identify Element of Plot, Prediciton and Conflict in a Short Story:

  • Read and discuss the short story "The Lady or the Tiger?" By Frank Stockton.
  • Review the various elements of plot structure and conflict before relating to the story.
  • Discuss the plot structure for the story and have students complete a plot diagram.  
  • Have students write one paragraph describing the main conflict in their opinion.  They must support their opinion with details from the story.
  • Students complete the vocabulary and study guide questions for the story.
  • Students learning about prediction in literature.  They practice predicting what will happen next in various situations.
  • Students write a short essay describing their prediction for what will be behind the door.  They must support their answer with evidence from the story.
  • Sight Word List 5:  definition, sentences, and practice.  

 

Standards for Grading Period 3:  

RL.2.2 , RL.2.3, RL.3.2, RV.2.3, RV.2.5, RV.3.1, W.3.1, W.3.2, SL.2.1

Lesson Plans for Grading Period 3: 

 

Wks. 1-2:  Identify and Interpret Figurative Language, Use Supporting Details to Create an Argument:

  • Students will read the short story "The Gift of the Magi".
  • Before reading, students will complete a prereading activity to develop thoughts about the meaning and importance of giving and receiving.
  • After reading, students will identify examples of the following figurative language:  allusion, foreshadow, simile, personification, and irony.  
  • Students will complete a plot diagram for the story.
  • Students will complete reading comprehension questions for the story.
  • Students will find supporting evidence in the short story to support the students opinion gift giving.
  • Students will write and argumentative essay.  They will proof two other students' essays.  
  • Link to audiobook for "The Gift of the Magi":  https://youtu.be/STQvDUg6gqM

Wks. 3-4:  Identifying Key Elements of Plot and Interpreting Various versions of One Literary Work:

  • Students do prereading activity before reading the short story "The Most Dangerous Game".  There are two options for students to choose a short writing prompt.
  • Students read the short story and respond to comprehension questions as we read.  Focus on the element of mystery and suspense as we read.
  • Students review the key elements of a plot structure and complete a plot diagram for the short story.
  • Students do a Focus Question as a writing prompt after reading the short story.
  • Students use details from the plot of the story to create a map of Ship-Trap Island. 
  • Students use the Compare and Contrast charts to interpret various versions of the short story.  Use the Gilligan's Island episode, "The Hunter" and the movie "The Most Dangerous Game" as resources.  Students should think about elements from the plot diagram they have already created, specifically elements of Exposition and Climax.

Wks. 5-6:  Interpreting various forms of irony and mood.  

  • Students will read the short story The Cask of Amontillado by Edgar Allen Poe.  
  • Students will learn about the cultural aspects of Lent and Carnival season as it applies to the short story.
  • Students will learn about the 3 types of irony and learn how to identify each.
  • Students will write a constructed response describing how the mood of the story contributes to the suspense.  What elements were created by the author to establish the mood and suspense.?  
  • Summary and Analysis  https://youtu.be/EnPN0IlwAb4

Lesson Plans for the Fourth Grading Period:

Wks. 1-2:  The Devil's Arithmetic Chapters 1-4:

  • Students will watch the documentary from the Holocaust Museum in order to learn about the Holocaust.
  • Students will take notes from a powerpoint about the WWII, Hitler, Nazi party, and The Holocaust.
  • Students will become comfortable with vocabulary words in chapters 1-4, including the vocabulary specific to the Jewish religion. 
  • Students will read chapters 1-4 of the novel and discuss.
  • Students will identify specific characters and their role within the novel.
  • Students will learn about characters such as:  protagonist, antagonist, foil, dynamic, and static characters. 
  • Students will continue to practice identifying mood and tone based upon specific quotations from the novel. 
  • Click on the The Devil's Arithmetic tab for specific links to activities for vocabulary, comprehension, and powerpoint.

Wks. 3-4:  The Devil's Arithmetic Chapters 11-17

  • Click on the tab above for links to novel resources.
  • Students will read chapters 11-17 and discuss.
  • Students will continue to identify key plot elements of the novel, as well as character roles.
  • Students will learn how to use direct and indirect characterization in order to infer characteristics for characters. 
  •  

 

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