• Student will analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision. Of two or more texts.

• Students will learn about the skill called foreshadowing.

• Students will learn to read a radio play.

• Students will compare and contrast the structure

• Students will analyze the impact of word choices on meaning and tone.

• Students will analyze how differences in points of view of the characters and the reader (e.g. created through the use of dramatic irony) created suspense.

• Students will consult reference materials to determine precise meaning.

• Students will practice reading with fluency and expression.

• Students will perform and record a Reader’s Theater piece to use for repeated readingsin class.

• Students will evaluate their own Reader’s Theater performances.

• Students will identify and explain different production elements used in media messages (e.g., color, sound effects, animation) and use the elements appropriately in a multimedia production.

• Students will adjust reading rate based on purpose, text difficulty, form, and style.

• Students will identify themes or topics across a variety of fiction and nonfiction selections; Identify and explain how language choice helps to develop mood and meaning in poetry
• (e.g., sensory and concrete words as well as figurative language);

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before December 9. I will give extra credit on a second book talk.

Hot Cocoa Café is on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week, and an adult signature is needed for the minutes read.

• Students will read a radio play. Students will understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays.

• Students understand new vocabulary and use it when reading and writing. Students are expected to: determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings.

• Students will analyze the radio play “Hitchhiker”

Scholastic book orders are due on or before November 30. If you would like to order online, our class number is MMJQ3. Order at https://clubs.scholastic.com

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before December 11. I will give extra credit on a second book talk.

Hot Cocoa Café is on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week, and an adult signature is needed for the minutes read.

• Students will read a wide range of literature which includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

• Students will analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

• Students will read and analyze poems and their parodies.

• explore the techniques of parodies. imitate a published poem to write their own parodies. reflect on the connections between original poems and their parodies.

• Student will analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision. Of two or more texts.

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• Students will learn about the skill called foreshadowing.

• Students will learn to read a radio play.

• Students will compare and contrast the structure

• Students will analyze the impact of word choices on meaning and tone.

• Students will analyze how differences in points of view of the characters and the reader (e.g. created through the use of dramatic irony) created suspense.

• Students will consult reference materials to determine precise meaning.

• Students will practice reading with fluency and expression.

• Students will perform and record a Reader’s Theater piece to use for repeated readingsin class.

• Students will evaluate their own Reader’s Theater performances.

• Students will identify and explain different production elements used in media messages (e.g., color, sound effects, animation) and use the elements appropriately in a multimedia production.

• Students will adjust reading rate based on purpose, text difficulty, form, and style.

• Students will identify themes or topics across a variety of fiction and nonfiction selections; Identify and explain how language choice helps to develop mood and meaning in poetry
• (e.g., sensory and concrete words as well as figurative language);

• Students will use specific evidence from a story to support an analysis of a character in a text.
• Students will analyze how particular images or events contribute to the development of a theme or central idea in a text.
• Students will support a claim with logical reasoning and relevant evidence.
• Students will correctly cite quotations from literature.
• Students will do a mock trial on the Tell Tale Heart.
• The trial will be The State versus The Protagonist.

Each Student will be responsible to read and finish a novel on his or her own. Students will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before December 9. I will give extra credit on a second book talk.

I do Hot Cocoa Café on Fridays for any student who reads his or her novel at home. The requirements for hot cocoa are 20 minutes four days a week at home, and they will need an adult signature for the minutes read.

• Students will analyze the impact of word choices on meaning and tone.

• Students will analyze how differences in points of view of the characters and the reader (e.g. created through the use of dramatic irony) created suspense.

• Students will consult reference materials to determine precise meaning.

• Students will learn how to cite evidence that supports inferences drawn from the text.
• Students will learn to cite several pieces of textual evidence to support analysis of what the text says explicitly.
• Students will learn about Edgar Allan Poe.
• Students will make a graphic organizer of the important details.
• Students will analyze “The Tell Tale Heart” by Edgar Allen Poe
•  

MMJQ3 is the code to order books at http://www.scholastic.com/parents/ Books orders are due on or before Friday, October 28.

Monthly Book Talks:

Students will be responsible to read and finish a novel on their own. They will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before December 7. I give extra credit on a second book talk.

I do Hot Cocoa Café on Fridays for any student who reads his or her novel for 20 minutes four days a week at home. They will need an adult signature by the minutes read.

• Students will analyze the impact of word choices on meaning and tone.

• Students will analyze how differences in points of view of the characters and the reader (e.g. created through the use of dramatic irony) created suspense.

• Students will consult reference materials to determine precise meaning.

• Students will learn how to cite evidence that supports inferences drawn from the text.
• Students will learn to cite several pieces of textual evidence to support analysis of what the text says explicitly.
• Students will learn about Edgar Allan Poe.
• Students will make a graphic organizer of the important details.
• Students will research Poe.
• Students will analyze “The Tell Tale Heart” 
•  

Monthly Book Talks:

Students will be responsible to finish a novel on their own. They will be given some class time; however, many students will have to be reading at home too. Please note, a book talk will be due on or before October 21.

I also do Hot Cocoa Café on Fridays for any student who reads his or her novel for 20 minutes four days a week at home. They will need an adult signature and the minutes read. The students who have read fifteen days from September 22 to October 28 will be able to cook on October 31! They will choose a recipe, provide the ingredients and cook!

Students will analyze the impact of word choices on meaning and tone.

• Students will analyze how differences in points of view of the characters and the reader (e.g. created through the use of dramatic irony) created suspense.
• As a class, we will listen to an audio version of the "Tell Tale Heart" by Edgar Allen Poe
•  Students will consult reference materials to determine precise meaning.
• Students will learn how to cite evidence that supports inferences drawn from the text.
• Students will learn how incidents in a story propel the action or provoke a decision.
• Students will use the relationship between particular words to better understand each word.
• Cite textual evidence that supports inferences drawn from the text. Analyze how incidents in a story propel the actions or provoke a decision.
• Students will analyze how dialogue or incidents in a story propel the action and reveal aspects of a character

Students will

• Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
• position or function in a sentence) as a clue to the meaning of a word or phrase.

• Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
• Engage effectively in a range of collaborative discussions (one-on-one, ingroups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Write arguments to support claims with clear reasons and relevant evidence
• Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Students will understand theme and how it develops throughout a text
• Students will see how a change to the end of a story alters the theme.
• Students will determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
• Students will  cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• Students will student will have a test over Plot on Thursday.
• Next week, students will be able to recognize plot elements in short stories and analyze characters- their traits, motivations, conflicts, points of view, relationships, and changes. Students will start reading “Tell-Tale Heart” by Edgar Allen Poe

• Students will listen to and analyze lyrics to their favorite Ballad song
• Students will search for Elements of Literature and relate their songs to the genre of poetry.
• Student will read and analyze a variety of music.
• Students will compare and contrast the use of rhyme, rhythm, and sound to convey a message.
• Students will interpret and paraphrase the meaning of selected songs.

• The last two days of the unit will consist of presentations... Wednesday and Thursday.

THE WEEK OF SEPTEMBER 5

•  

  Students will study the meaning of story elements and plot structure by practicing using these elements through citing textual examples as they read in their individual reading log journals.

•  

   

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  Activating Strategy:     Students will read a short passage and complete a three-part “What Dialogue Tells You” graphic organizer to show how even a small passage can reveal background, plot, and character information.

  Key Vocabulary Words to Preview:   Incidents/Incidences Dialogue Drama

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FIRST WEEK OF SCHOOL

• Students have spent time learning about what will be expected of them this year.
• We have played the "Snowball" game. This game helps us get to know others likes and dislikes in our classroom.