Monday, January 25, 2016

January 25 ch 1-9 Learning guide

Monday, 1/25

Learning Objective:  Students will engage in collaborative discussion to determine contextual answers from the novel chapters.  (SL 8.1)

Teaching Objective:  Students will work effectively in small groups to complete the review handout for chapters 1-9. 

Correct starter from Monday
    part               prep             art        n             N          av/past   prep      art         adj        n
hurrying  through  the  halls  kendra  ran   into  an  open  locker

Starter:  Diagram the sentence

Journal:  In the novel, students are taught to learn through repetition.  Write an introductory paragraph with an effective lead, write about how you best learn.  Remember to have a claim and three supporting pieces of evidence that best explains your learning strategies.

Assignment:  Cooperative Learning Groups – Tom Sawyer Ch 1-9 Chapter Review Handout

   
Name:  __________________________  Hour:  ______  Date:  __________
The Adventures of Tom Sawyer Ch. 1-9 Review
SL 8.1, RL 8.1-4, L 8.1 and L 8.5

Learning Objective:  Students will engage effectively and come to a consensus through collaborative discussion (SL 8.1).  Students will cite textual evidence (RL 8.1-4), demonstrate proper use of writing conventions and figurative language (L 8.2 and L 8.5). 
Teaching Objective:  Students will work effectively in small groups to complete the chapter review handout.  The score will be a percentage of cooperative learning, and accuracy. 
Directions:  In groups of three to four, complete the study guide.  You can use your notes, novels, study guides.  (Yes, you may need to use some more than once, and two blanks would require two answers).  You will be evaluated on your responses and your effectiveness as a group.   Write each group member’s name and rate each member in each category using the rubric scale.  Total each score out of 6 possible.   Once the paper has been corrected, that score will be entered in the handout score. Your end score will be a percentage of your cooperative learning total and the score on the handout.  Example:  If the handout gets 100%, and you get a score of 6 on cooperative learning, you would get the total points possible.

Rubric Scale
Cooperative Learning:   3/contributed from beginning to end     2/somewhat off task     1/little help   0/no help
Knowledge contributions:  3/knowledge of most/all     2/knowledge of some   1/little knowledge   0/no knowledge

Group Member Name          Cooperative Learning      Knowledge Contribution    TOTAL        Handout Score          END  SCORE
___________________                _____                           _____                     ____               ____                   _____
___________________                _____                           _____                     ____               ____                   _____
___________________                _____                           _____                     ____               ____                   _____
___________________                _____                           _____                     ____               ____                   _____
      
Tom Sawyer         Mark Twain                          boyhood                discipline                         mothers
Aunt Polly             Huck Finn                             whitewash            Muff Potter                     Bible
Mary                      Amy Lawrence                    Injun Joe                Becky Thatcher              envied
Sid                          Injun Joe                               privilege                 jealous                             dead
Joe Harper            Samuel Clemmens              setting                      tickets                              warts
verses                     Dr. Robinson                       murder                     knife
simile                      personification                    metaphor               chant
foreshadow           incantation                           devils                      context clue
               
The penn name of (1) ________  _______  and author of The Adventures of Tom Sawyer is (2)
__________  ___________.  The people and events in the novel are based on real people and events from the
author’s (3) ___________.  The (4) _________ of the novel is St. Petersburg, Missouri, a fictitious place based on
the author’s hometown of Hannibal, Missouri. 

The main character of the novel is (5)  _______  _________.  He and his half- brother (6) ________ are being raised
by their (7) _________ __________ because their mother died.  (8) _______ is their cousin.  Of the three kids, (9)
________  would be characterized as a “goody-goody,” but with a mean streak, (10) __________ would be a “do-
gooder” with a kind heart, and (11) ___________ is the one everyone is worried about.  The main character’s
guardian believes her lack of (12) __________ is going to be the ruination of the boy so his first consequence for
misbehavior is to (13) ____________ the fence, a punishment he convinces his friends is a (14) ___________, and
therefore gets them to do it for him.   At Sunday School (15)  ________ trades the boys objects for
(16)  __________, which earns him a (17) ___________ for supposedly memorizing (18)  ____________.   

The main character sees, falls in love with and becomes engaged to (19) _________  __________, quickly forgetting
about his previous fiance’ (20) _________  ___________.  The girls could be characterized as being (21)
___________ of each other.    
When (22)  _________  _________ is introduced into the story he is described as being “hated by the (22)
_________ and (23)  ________ by the boys.”  The main character agrees to go with him to the cemetery with a (24)
_______ cat to get rid of (25)  ___________.  Three figures approach whom the boys believe to be
(26)  __________ .  The boys witness a (27)  _____________.  In the end of chapter nine
(28)  _________   _______ is dead.  (29)_________   __________killed him, but Muff Potter’s (30)  _______ is in
the corpse.     

Tom being thought of as a “guileful snake in the grass” is an example of a (31) ___________.
The boy ran from Tom “like an antelope” is an example of a (32)   ______________.
“The air was dead” is an example of what figurative language?   (33)  ______________.
Hints or clues (34) ____________ things that might happen in the story.
In the sentence “The doctor murmured inarticulately, gave a long gasp or two and was still,” the word murmured provides a (35) ____________  __________ for the word inarticulately.     
An Indian’s singing while doing a war dance around a camp fire would be a (36)  __________.
A set of words spoken as a magic charm or spell would be an (37)   ___________________.

*Answer True or False for each of the following:

38.  “Barley-corn, barley-corn Injun-meal shorts, Spunk water, spunk water, swaller these warts”  is an example of an ABCB rhyme pattern. 
39.  It is not necessary to put quotations marks around dialogue.   
40.  When in doubt it is best to put punctuation marks in front of the quote mark. 
41.  There are exceptions to capitalizing the beginning of sentences, beginning of dialogue, proper names and titles and the pronoun “I.”   
42.  A comma is not necessary when two dependent clauses (complete sentences) are joined with a coordinating conjunction like and, but or nor.
43.  Commas are used following an introductory clause, when you address someone, when
something could be omitted, or following a series of words or ideas.
44.  An example of a contraction is using an apostrophe to shorten the words will not for won’t.     
45.  The quote Knowledge is worth more than anything there is in the world; it’s what makes great men and good men is punctuated correctly. 
46.  Paraphrasing is shorter than summarizing. 
47.  In a character chart the characters’ names would be main ideas and the traits would be details.  

Select the Best Answer: 
48.  Which of the following depicts historical times in the novel? 
A.  dialogue   B.  discipline   C.  entertainment   D.  cost   E.  rewards  F.  fashion  G.  all of the above   H.  none of the above
49.  Tom Sawyer would best be described as one who:
A.  conforms          B.  coerces             c.  manipulates         

50.  The fill in the blank section of this test would be an example of:
A.   paraphrasing chapters    B.  summarizing chapters     C.  foreshadowing plot   

51.  Paraphrase the quote “Work consists of whatever a body is obliged to do, and play consists of whatever a body is not obliged to do.”


52.  Come to a consensus, as a group, as to whether or not group work is an effective way to learn.  Write a claim and state three supporting pieces of evidence.  

Tuesday, January 19, 2016

January 19, 2016

Learning Objective: Students will use textual evidence (RI 8.1), central ideas and literary elements (RL 8.2), Character dialogue (RL 8.3), and analyzation of word meaning (RL 8.4).
Teaching Objective: Students will use individual and combined class notes to answer the questions on Tom Sawyer Chapters 1-9, to be scored on accuracy.

Correct Thursday’s starter
Dylan, my best friend, doesn’t like swimming, but I think that it’s fun.
 Starter:  Diagram this week’s sentence. 

Journal:  The old cliché “Sticks and stones can break my bones, but words can never hurt me,” infers that mean words don’t hurt.  In the novel Tom also says, “Talk don’t hurt.”  Write an introductory argumentative paragraph – use a strong lead, state a claim, and give three pieces of evidence to support your claim.  Write paragraph #2 (5-7 sentences), detailing evidence #1 stated in your introductory paragraph.

Score:  Tom Sawyer Ch. 7-9 Handout   /20 on completion  (I will not accept this late, but I encourage completing it.  It can be used on the quiz on Monday).

KEY – Ch. 7-9, The Adventures of Tom Sawyer

1 pt.
Name                                                    Trait                                                     Story Connection/Role
*Tom Sawyer                                    inventive,                                                  murder witness              
*Joe Harper                                       inventive,                                                  Tom’s best friend
*Becky Thatcher                               gullible, naïve, jealous                             Tom’s fiance’
*Sid                                                   observant,                                                 Tom’s half brother
*Huck Finn                                        earful,                                                       murder witness
*Muff Potter                                      drunk, dazed,                                            blamed for killing  Dr.  
*Injun Joe                                           revengeful, liar                                        murderer
*Dr. Robinson                                   resourceful,                                               death develops plot

Chapter 
*Tom and (1) JOE (2) HARPER play with the (3) TICK Tom traded Huck for his tooth.
*Tom and his best friend begin to (4)  FIGHT and the teacher whacks both of them.
*At lunch Tom persuades (5) BECKY to “get engaged.”  They say, “I love you” and kiss.  Tom
  reveals he was previously engaged to (6) AMY (7) LAWRENCE .   Becky cries and refuses
  to accept the brass (8)ANDIRON knob Tom offers her, and Tom runs off upset.   
               
Chapter 8
*Tom wanders about in a forest wishing he could temporarily (1) DIE so Becky will be sorry. Tom thinks about being a (2) CLOWN, then a soldier, or joining the Indians, so he can go away for a long time and then suddenly return.  He decides on becoming a (3) PIRATE
*Tom tries a charm to locate his lost (4) MARBLES.  He encounters Joe Harper.  They play(5) ROBIN (6) HOOD and go home deciding “they would rather be outlaws a year than (7) PRESIDENT of the United States.”

Chapter 9
*Tom sneaks out of bed and goes to the (1) GRAVEYARD with Huck.  They hide a few feet fromthe fresh grave of Hoss Williams and wait for (2) DEVILS to appear.  Three figures approach. They believe they are the devils but they turn out to be  Dr. (3) ROBINSON, Muff (4) POTTER, and (5) INJUN Joe.
*Dr. Robinson orders the other two men to dig up the corpse presumably for use in
 (6) MEDICAL experiments.  When they are finished (7) POTTER demands extra payment and
 Dr. (8) ROBINSON refuses. 
*(9) INJUN  (10) JOE reminds Robinson of an incident that happened years earlier,when he came  begging at the Robinson’s kitchen door and was turned away.  
*A fight breaks out.  Dr. Robinson knocks (11) INJUN  (12) JOE down and then is attacked by (13) POTTER.  Robinson uses Hoss William’s (14) HEADSTONE to defend himself  knocking (15) POTTER unconscious.  In the scuffle, (16) INJUN   (17) JOE stabs Dr. (18) ROBINSON with (19) POTTER’s knife.
*The (20) BOYS run without being seen. When (21) POTTER awakens (22) INJUN   (23) JOE tells him he stabbed Dr. Robinson in a (24) DRUNKEN fury.  Potter, still dazed, believes him.  *Before they part ways (25) INJUN (26) JOE promises (27) POTTER he won’t tell anyone about the crime. 
*Injun Joe notes smugly that Potter’s (28) KNIFE remains stuck in the (29) CORPSE

Main Ideas - Consider all of the events to give each chapter a new title.
1.  A new title for Chapter 7 could be:  FUN TO A FIGHT / TICK-RUNNING AND A                           HEARTBREAK
2.  A new title for Chapter 8 could be:  DISTANCE MAKES THE HEART GROW FONDER /
3.  A new title for Chapter 9 could be:  MURDER IN THE GRAVEYARD 

Figurative Language
In the sentence “The air was utterly dead.  There was not a breath stirring,” (1) AIR is being personified.  It is being personified because (2) AIR DOESN’T DIE.   

In the simile “The drowsing murmur of the five and twenty studying scholars soothed the soul like the spell that is in the murmur of bees,”  (3) SCHOLARS  are being compared to (4) BEES.  The simile means (5) THE SCHOLARS’ MURMURING MAKES THE SOUND OF BUZZING BEES.

“He had meant the very best in the world and been treated like a dog,” is an example of
  which kind of figurative language?    (6)  SIMILE  

To change a simile to a metaphor sometimes it is as simple as taking out the comparison words (7) LIKE or (8) AS.  Sometimes it requires a little more changing of words.

Using novel content based ideas, rewrite “He had meant the very best in the world and been treated like a dog” so it becomes a metaphor.    (9)  TOM BELIEVES HE IS A DOG IN THE EYES OF BECKY.   

Pair Share:  Today’s journal

Reading:  Individual novel


Upcoming:  Tom Sawyer Ch 1-9 with open handout notes


Thursday, January 14, 2016

January 11-15 Foundation Art

Balance

Learning Objective:  Students will understand the different balances.  They will be able to differentiate between each balance and how to best draw and describe them.

Teaching Objective: Students after learning the difference between the three types of balance they will be taken through a step by step process to begin a balance project.  Students will begin with roughs then from those roughs will be able to complete a finished project.

Definition of the three types of balances given in art:  A visual well-being or feeling of stability, or an equal distribution of visual weight, whether 2-D or 3-D
1 - Symmetric (formal) one can draw a line in the center whether vertical or horizontal to show duplicate design (mirror image)
2 - Asymmetric (informal) design does not repeat itself on the other side. (landscape)
3 - Radial all design seems to radiate out from one spot. (spiral)
Directions:
1 Students will need a thin paper, ruler and a pencil with an eraser (this will be a symmetrical balance composition)
2 Students are to then draw a square which is 3” X 3” on the paper, for best results they should not draw it on the actual edge of the paper but should measure accurately.
3 Students will then measure on all four sides of the square ¼”.  Student should end up with 11 marks on each side
4 Starting at the top of a square the corner (top – left – corner) with the ruler angle it down to the first mark at the bottom left hand corner - draw a line.  The process goes as follows your ruler will continue working its way down from mark to mark while the ruler also moves across the bottom to the right from mark to mark. When you finish one corner it will look like a web with straight lines but at the same time giving the illusion of curved lines on the inside.
5 Students will continue this process with the other three corners, students need to make sure they are using a ruler and not free handing the lines.  Students need to make sure they are also going from mark to mark and not close to them.  Exactness is key to this process looking good.

6 When students have finished with the first rough the class discusses the different types of shapes they will be able to come up with to get a variety of roughs as well as what will give them the best scores for the final. 

7 Students will need to complete a total of 6 roughs, then choose the best from those roughs and enlarge onto small thick paper.  Remember to utilize the paper and make the shape as big to fill the paper best to showcase their best work. 


8. When students are ready to enlarge they will need to draw with a pencil but as they continue onto the line and process section they will need to change and go to black pen for best results.  This will be an example of contrast as well as the symmetrical balance.  

SPACE
Area surrounding objects and objects themselves i.e. positive and negative space
Directions: practice with own name making sure it has 5 or more letters within the name.  You need to have two horizontal lines and then write your name upper and lower case.  Directions given in class
Assignment
      10 rough drafts, each rough a different word with 5 or more letters
      Each word must have at least one negative letter but may have more if it works for the word
      May not take the first or last letter, may not take two letters next to each other
      Roughs must be check off by teacher before continuing with final
      Final enlarged on sm. thick, sketch with pencil finish in black marker, black pencil, pencil, pen (all you bring)
      Must utilize the paper well, going from side to side and as tall as the word will allow without looking bad
      Must contain the following:  contrast (black and white), consistent in size (height and width), upper or lower case (no going back and forth), craftsmanship (no smudging or ghost lines), creativity (come up with words that others may not use), stylized letters (if you use slant lines, bubble style, curve part of the letter do so in all), crispness in all letters for overall effect.
(positive-blue)       (negative-green)
  

January 11-15 Art

Stained Glass Assignment/ Criteria

Objective: Students will learn a process of mosaic my using construction paper and tissue paper
Directions:
*Using thin paper divided into 4, draw roughs, these may be a design/ pattern, nature, and or a landscape. It must utilize the space on the paper same as it should look for a final on the construction paper.
*When choosing the best remember you are thinking stain glass, not how large can I make my sections or how quickly can I get this assignment done. Every area must be no larger than 2” by 2” that includes any item that is the same such as sky, land, water, or just designs.
*Enlarge best on black construction paper, draw a ½ inch border, the border must be showing in the composition at the end not just to start, (important).
*When drawing your choice you need to intertwine everything together, including the border.  Too much black showing becomes boring, not enough black makes design too weak. There should not be any area of black larger than the border, all sections need to be ¼” unless some sections need just a hair larger for interlocking.
*You are trying to recreate a stain glass not just a project. All rules for a stain glass must apply to your finished product. The border is the frame, the tissue is the glass, and the black is the lead, keeping all the pieces together.
*Using an x-acto knife, and lap board cut out sections leaving thicknesses of black. 
*Using tissue paper, glue and scissors to cut the tissue, trace your sections of tissue to the appropriate size for the section, do not extent outside the shape, cut tissue and glue to the back of the construction paper. You should be gluing to the pencil side so on the completed project there should be no pencil showing.   Section by section will need to be addressed with each tissue paper color.
*Be creative to show values, level change, and section change. Taking large sections of tissue and pasting it to the back is not stained glass. This is just being lazy.
*See examples, for ideas and best results.

*This assignment shows elements of art: line (curved, diagonal, horizontal, and vertical), shapes (geometric and organic), space (positive and negative) and color (any and all from the tissues found in box). Principles of design: balance (asymmetrical or symmetrical), and could even show rhythm (pattern).

Mask
Students will create a mask by using a mold and celluclay.
*When mold is dry students will spray an undercoat of paint to seal the clay.
*Students will then draw four roughs of what they wish to paint on the mask.  Roughs must be in complete form. The paper is found in folder.
*When roughs are complete choose the best and start drawing on mask with pencil. 
*When painting think of craftsmanship, not how fast can I get done.
*Creativity, balance, harmony, color, and even texture can all play a part in a mask.
*See examples from paintings on actual faces to actual masks.




January 11-14

January 11-14

Learning Objective:  Students will identify Structural text (compare and contrast, cause and effect, sequential order, narrative plot, problem and solution), analyzing how each contributes to meaning.  (RL 8.5) Students will identify Ch. 4-6 from Tom Sawyer, analyzing the correct response. Audio of Tom Sawyer of chapter 7
Teaching Objective:  Students will individually complete the written summative with a 70% proficiency. Students will individually complete the written quiz with a 70% proficiency. Students will complete the learning guide of Ch. 7 Tom Sawyer while listening to the audio.


Correct Monday’s, Tuesday, Wednesday and Thursday’s Starter
    N     pro  adj      n         hv    adv       av         ger        cc    pro     av/pres     rp     pro   lv/pres     adj
Dylan my  best friend   does  n’t       like  swimming but     I         think        that      It         s          fun

Starter:  Write out the sentence and identify sentence parts including simple and complete subject and predicates, verb, direct object, appositive, predicate adjective

Journal: 1/12
 In the Adventures of Tom Sawyer, Tom is given hard labor consequences when he gets in trouble.  Write an introductory paragraph with an effective lead, a claim stating why this may or may not work, and three supporting pieces of evidence to support your claim. 

Summative:  Structural Text Summative [yesterday(cause and effect, compare and contrast, narrative plot, sequential, problem and solution)].   
Journal entry 1/14/16
            "Spare the rod spoil the child" is a cliche.  "Spare the rod" means to discipline without spanking.  Write a claim stating if you agree with the cliche or disagree.  Write an introductory paragraph with an effective lead, a claim and three supporting pieces of evidence.


NOTES/Review: 
Vocabulary - Context Clues: 
*Words can have more than one meaning.
*Often you can tell the meaning of the word by looking for clues in the words and ideas
  around it.  These are called context clues. 

Punctuation and capitalization (some, but not all of the rules)
*Any time something is written word for word, or spoken in dialogue (conversation), it needs
  quotation marks around it. 
*Periods and commas are always placed inside quotation marks. 
*An exclamation point or a question mark is placed inside quotation marks when it
  punctuates the quotation; it is placed outside when it punctuates the main sentence. 
*A capital letter is used at the beginning of a sentence or quote, for proper nouns and                      titles, and the pronoun “I.”
*commas are used
*when a coordinating conjunction separates two independent clauses
*after introductory words, phrases, clauses
*to set off elements that interrupt or add information

***The power of the comma.  A study was done on comma usage.  Students were instructed to insert commas, where applicable, in the sentence “A woman without her man is nothing.”  
Men wrote:  A woman, without her man, is nothing.
Women wrote:  A woman!  Without her, man is nothing. 

*contraction – when an apostrophe (‘) takes the place of a letter. (example:  can’t for cannot)

Figurative Language: 

                *Personification – Giving inanimate objects human characteristics 

Assignment:  Below are six quotes from the novel. 
*Rewrite the quote fixing the punctuation errors.  CIRCLE each error you fix.   
*Write your definition of the italicized word. 
            *Write the context clues that led you to that meaning. 

1.   the tick escaped from tom presently and crossed the equator joe harassed him a while and  then he 
      got away and crossed back again    (10 errors)
Definition:
Context Clues: 
2.  the boys had been too absorbed to notice the hush that had stolen upon the school awhile before
     when the master came tiptoeing down the room and stood over them he had contemplated a good
     part of the performance before he contributed his bit of variety to it  (6 errors)
     Definition:
     Context Clues:
3.  then she sprang away and ran around and around the desks and benches with tom after her and   
     took refuge in a corner at last with her little white apron to her face  (7 errors)
     Definition:
     Context Clues:
4.  tom got out his chiefest jewel a brass knob from the top of an andiron and passed it around her so
     that she could see it and said please becky  wont you take it  she struck it to the floor   (17 errors)
     Definition:
     Context Clues:
5.  he well knew the futility of trying to contend against witches so he gave up discouraged (5 errors)
     Definition:
     Context Clues:
6.  the doctor murmured inarticulately gave a long gasp or two and was still  the half breed muttered
     that score is settled  then he robbed the body  (13 errors)
     Definition:
     Context Clues:

Journal entry 1/14
            "Spare the rod spoil the child" is a cliche.  "Spare the rod" means to discipline without spanking.  Write a claim stating if you agree with the cliche or disagree.  Write an introductory paragraph with an effective lead, a claim and three supporting pieces of evidence.



Monday, January 4, 2016

January 4th

8th Grade Art
     
     *Intro to Stain Glass

Stained Glass Assignment/ Criteria
Objective: Students will learn a process of mosaic my using construction paper and tissue paper
Directions:
*Using thin paper divided into 4, draw roughs, these may be a design/ pattern, nature, and or a landscape. It must utilize the space on the paper same as it should look for a final on the construction paper.
*When choosing the best remember you are thinking stain glass, not how large can I make my sections or how quickly can I get this assignment done. Every area must be no larger than 2” by 2” that includes any item that is the same such as sky, land, water, or just designs.
*Enlarge best on black construction paper, draw a ½ inch border, the border must be showing in the composition at the end not just to start, (important).
*When drawing your choice you need to intertwine everything together, including the border.  Too much black showing becomes boring, not enough black makes design too weak. There should not be any area of black larger than the border, all sections need to be ¼” unless some sections need just a hair larger for interlocking.
*You are trying to recreate a stain glass not just a project. All rules for a stain glass must apply to your finished product. The border is the frame, the tissue is the glass, and the black is the lead, keeping all the pieces together.
*Using an x-acto knife, and lap board cut out sections leaving thicknesses of black. 
*Using tissue paper, glue and scissors to cut the tissue, trace your sections of tissue to the appropriate size for the section, do not extent outside the shape, cut tissue and glue to the back of the construction paper. You should be gluing to the pencil side so on the completed project there should be no pencil showing.   Section by section will need to be addressed with each tissue paper color.
*Be creative to show values, level change, and section change. Taking large sections of tissue and pasting it to the back is not stained glass. This is just being lazy.
*See examples, for ideas and best results.
*This assignment shows elements of art: line (curved, diagonal, horizontal, and vertical), shapes (geometric and organic), space (positive and negative) and color (any and all from the tissues found in box). Principles of design: balance (asymmetrical or symmetrical), and could even show rhythm (pattern).



Foundation Art

* Intro to Measured Portraits then Grid Value Portrait

*Students will draw a step by step portrait being taught the importance of each step and shapes when they are complete they will be turning in a basic drawing of a measured portrait with lines and detail contained with in the whole of the composition. Due Tuesday

Students will be introduced to a Grid Value Portrait they will work on thick paper then will add a grid and draw in the proportions and basic shapes adding detail as they go along with values to complete the portrait.  The most important part of the portrait  in this project will be proportions and values. remember the basic steps in drawing a composition and the project will go fine.  




Monday, Jan. 4  Language Arts
Learning Objective:  Students will cite textual evidence (RL 8.1), to compare and contrast the structure of text (RL 8.5), analyze the extent to which a filmed production compares to written text (RL 8.7), and analyze the effects differences in point of view have on the audience/reader (RL 8.6).  Students will be introduced to argumentative (W8.1), and informative writing. (W 8.2).
Teaching Objective:  Students will read the text “Staying Alive,” and complete the handout.”

Starter:  Write out the sentence and identify parts of speech including noun, pronoun, preposition, article, verb (type and case), adjective, and conjunction.
Starter Sentence:  both of the classes are noisy but mrs jacksons class is noisier

Vocabulary:  Write the word and the definition.  Know the spelling and definition for summative on Friday.
            *contrast:  to examine and appraise characteristics or qualities in order to discover
              differences
            *counterclaim:  a claim made to rebut a previous claim
            *denotation:  The dictionary meaning of a word
            *theme:  what the author wants the reader to get out of the writing – bigger than the text
              itself
            *summary:  brief retelling of what the text is about

Review:  structural text:  narrative plot, sequential order, cause and effect, compare and contrast, problems and solution – upcoming summative.

Close Read:  Staying Alive with handout