Leon County Schools



5260769-33844700154379-32657100-372139-38277200If you were absent on September 4th, 2018here’s what you missed: (8th Grade)1. Copy this week’s agenda into your agenda book. Using agenda books effectively is the “paw”sitive behavior we’ll be focusing on this month, so practice it every week.2. Story Time! I shared the first few pages of one of my favorite new books, The Children of Blood and Bone. There’s nothing for you to make up, but it’s a great book and I encourage you to check it out!3. We started reading the short story “Marigolds.” While reading, students filled out a small notecard with connections they made to the text. Read the first four pages of this text, and then follow these instructions: 4. We finished today with a “Mrs. Day Mini-Lesson.” You’ll need to do this on your own. Get a half-page sheet from the “Here’s What You Missed” binder, and then watch this video: . Fill out what you learn on the sheet, and then tape it into your composition book in the “Grammar Stuff” section. If you were absent onSeptember 5th, 2018here’s what you missed: (8th Grade)1. Add the definitions for “simile” and “metaphor” to your Vocabulary Notebook. These should be a review for you. Also, finish your “Book, Head, Heart” connection card from yesterday. 2. I did a little bit of clarification on similes and metaphors. Remember, In order for something to be either a simile or a metaphor, you must be: 1) making a comparison, and 2) comparing unlike things. 3. Next, we did a round robin game while reading the first three pages of “Marigolds.” You can’t make up the game, but notice the following as you read those pages: Notice how many words and phrases there are in the first paragraph that detail the setting of the story. Notice, too, how much is given in the second page to characterize our protagonist, Lizabeth.4. Begin your “hunt” with the first three pages of the story. If you were absent onSeptember 6th, 2018here’s what you missed: (8th Grade)1. We started today with a little team quiz. You do not have to make this up, but take a look at the questions, and see how you would have fared:Why do the children hate the marigolds at Miss Lottie’s house?Miss Lottie has a nicer home than they do.The flowers show that she has a lot of money.Miss Lottie expects everyone to love and appreciate her flowers.The flowers do not fit the children’s cheerless lives.2. What does the word bravado mean?sincere fearfalse couragegreat strengthgenuine belief3. Line 8 of “Marigolds” says, “Memory is an abstract painting.” This metaphor compares memory to a painting. What do those two things have in common? Memories and abstract paintings are both colorful and vivid.Memories and abstract paintings are always personal.Memories and abstract paintings both record a person’s emotions.Memories and abstract paintings both portray feelings and memories.4. Squalor means a…dangerous place.hopeless feeling.scary situation.shabby condition.5. Why do the people in Lizabeth’s community not, “wait for hard work and thrift to pay off in shining success” (p. 214),lines 34-35)?They have seen that working hard does not pay off in the end.They don’t believe that they should work hard for other people’s benefit.They think that the “American Dream” is for other people…white people.They are waiting for a “miracle.” 2. Next, we continued reading “Marigolds” by Euginia Collier. Please read up to Line 248 on p. 220. 3. Continue working on your Simile & Metaphor Hunt that we started yesterday. Remember, for something to be a simile or a metaphor it HAS TO: 1) be comparing two things and 2) those two things have to be UNLIKE.If you were absent onSeptember 7th, 2018here’s what you missed: (8th Grade)1. For a warm-up today, we played a Battleship vocabulary game! You do not have to make this up, but here are the words we played with: arid, nostalgic, incongruent, illusory, skein, futile, amorphous, vineyard, chary, poignant, imminence, ostensible, denigrate, ramshackle, tragicomic, retribution, elude, monotonous, stoic, exploit, perverse, impotent, merriment, exuberance, bitter, and bravado. How would you have done in the game?2. We finished our second reading of “Marigolds!” 3. Read “Determine Theme” at the bottom of p. 225.Note, a theme doesn’t have to be a full sentence, like a moral of a story. A theme can be a sentence, like, “There’s no place like home,” but it can also be something like, “good v. evil,” “power and corruption,” or “Love.” On a small index card, write what you think the theme of “Marigolds” is.If you were absent onSeptember 10th, 2018here’s what you missed: (8th Grade)1. Warm Up - Gratitude - Think of something kind someone has done for you. Then, write a short two-three sentence thank-you note to that person in your composition book under today’s warm up. Since you don’t have to actually give it to the person, your note can be to anyone about anything.2. We went over this week’s agenda, and this month’s “Paw”sitive behavior of keeping up with your agenda book.3. Add the definitions for “symbol” and “theme” to your Vocabulary Notebook. A Note About Theme: Here’s the thing about theme – while there are certainly more than one correct theme statement for a complicated story like “Marigolds,” there are also definitely incorrect ones. A theme needs to be a message from the story overall. It really can’t be one tiny part.4. Complete numbers 2-4 and 6-8 on p. 266. In class, we did these as a “Think, Pair, Strengthen, Share,” but you are excused from the “Pair, Strengthen, and Share” parts.5. This assignment is your study material for tomorrow’s “Marigolds” quiz. Complete this assignment very carefully and completely.If you were absent onSeptember 11th, 2018here’s what you missed: (8th Grade)1. We were in the Media Center today, and I had “stations” set up for my students to go through. Station #1 was taking the “Marigolds” quiz. Luckily for you, you can do this from anywhere! Log in to your ClassLink, click on “Performance Matters SAM,” and you should have the quiz there waiting for you!Station #2 was finishing your “Simile & Metaphor Hunt.” Please make sure you have at least five similes/metaphors (that’s five TOTAL, not five of each), and that you’ve explained at least two. The explanation should include what two things are being compared, and what those two things have in common.Station #3: “Simile & Metaphor Creation.” Use a small note card, and write one simile and one metaphor about you, or your life. These should be descriptive enough to tell me something about yourself, and should demonstrate your mastery of what similes and metaphors are.Station #4 was collecting all old work. It is really important that you have all of our old assignments because all corrections and additions to old work are due to Mrs. Day by Friday of this week!If you were absent onSeptember 12th, 2018here’s what you missed: (8th Grade)1. We started today with a CommonLit quiz on “The Story of Prometheus.” The point of these “cold-read” quizzes is to assess what you’ve learned about the concepts and literary elements we’ve been studying, outside of the specific story (“Marigolds”) that we’ve been working on. Please see Mrs. Day as soon as you return to school to arrange a time to take your CommonLit quiz.2. Next, I went over our recent “My Favorite Chaperone” Written Response, and one of the common errors a lot of people made. The short version is this: sentences need verbs!!On that assignment I got sentences like, “Another example, ‘we huddled together like a tiny island on the great American sea,’ (p. 102, lines 57-59).” When what you mean to say is, “Another example is, ‘we huddled together like a tiny island on the great American sea,’ (p. 102, lines 57-59).” Make sure you do this in future writing.3. Finally, we took a first listen to my “Literary Terms Song!” Students first looked through the lyrics to find words/concepts they know very well, and then for ones with which they’re less familiar. You may memorize the song for TWENTY extra credit points during ANY 9-weeks! Here’s the link: .If you were absent onSeptember 13th, 2018here’s what you missed: (8th Grade)1. Warm Up - What was the last argument you got in? Did you win it? What do you think makes for a strong argument?2. I talked a LOT about what argumentation is, and why it’s important. Here’s my basic claim: a lot of life is argumentation. A college application is an argument. The claim is that you’re great, and worthy of admission! Job interviews are arguments. The claim is that you’re the best person for the job! Even dating is an argument! Your claim is that your super, and that you should be picked to date!3. Get these definitions in your Vocabulary Notebook:4. Next, we read “What the Brain Says About Maturity” on p. 236. What we’re going to do is “trace” arguments, finding their component parts (claim, reasons, and evidence), and then evaluate whether or not we think the argument is sound. Please read that article, and get the following notes:If you were absent onSeptember 14th, 2018here’s what you missed: (8th Grade)1. Today for our Warm Up we did a creative quickwrite. You do not have to make this up, but I’m sorry you missed it! I got a lot of very weird, wacky, and wonderful answers.2. We read “Leave the Voting Age Alone” on p. 237, and then “traced” and evaluated that argument. Please read that article on your own, and complete “Tracing Arguments II.” Follow the example we set in “Tracing Arguments I.” 3. We ended the day with a little time to get all old work from the return bin, and to turn in anything students needed to correct, edit, or re-submit. Today was the last day to do that, but since you were absent you may have until Monday to get Mrs. Day anything you want to correct/complete/revise.If you were absent onSeptember 17th, 2018here’s what you missed: (8th Grade)1. For our warm up today, I asked students to make sure their “Tracing Arguments II” was completed and correct. Check with a teammate, and make sure yours is finished. This is important as we lead into “Tracing Arguments III!” 2. Next, we played a little team-building game. I’m sorry you missed it! There’s nothing to make up, though. 3. I talked a little bit about “opposing claim” and “counterargument.” These are really important elements of argumentation, because they demonstrate that you’ve considered the other side (or sides) of an argument, and come to the conclusion that yours is the correct one. They also preempt your opponent, by refuting one or more of her/his arguments in advance! Get these definitions in your Vocabulary Notebook: Opposing Claim - conflicting statement/s; the other side of the argument from the one you’re claiming; what the other guy says.Counterargument - set of reasons put forward to address opposing claims; how you respond to those conflicting statements; why the other guy is wrong4. Students completed “Tracing Arguments III.” This is the last argument we’re going to “trace” before doing one as an assessment tomorrow. You should complete this before doing that assessment, even if you’re in class tomorrow. If you were absent onSeptember 18th, 2018here’s what you missed: (8th Grade)1. We began today with our assessment, “Tracing Arguments IV.” Here are the instructions:Please remember that you have two days for each day you’re absent. Turn in your work in a timely fashion!2. If you’re in 1st and 2nd period, that’s all you missed! 3rd and 4th ended up having time for a class-building game that explored some elements of debate, but there’s nothing to make up from the game.If you were absent onSeptember 20th, 2018here’s what you missed: (8th Grade)Today, you missed our “moving” debate. There’s nothing to make up, but we’ll be using the skills we practiced as we continue to study argumentation. One of the main things we discussed is the utter necessity of listening to the other side of a debate in order to adequately respond and form a rebuttal. Believe it or not, the listening is every bit as important as the speaking!If you were absent onSeptember 21st, 2018here’s what you missed: (8th Grade)Nothing to make up, but I’m sorry you missed some silent, sustained reading!If you were absent onSeptember 24th, 2018here’s what you missed: (8th Grade)1. Warm Up - Reflect on last Thursday’s debate. What went well? What could have gone better? Who was a great debater, and why? Respond in a few sentences.2. We looked at this week’s agenda, and specifically discussed why the “Post-It Evidence Hunt” relates to the argumentative essay we’ll be starting on Wednesday. You’ll use that same system (combing through the text for evidence) on that essay.3. Next, students worked in teams to find evidence (facts, statistics, and quotations from experts) in the text “Is 16 Too Young to Drive a Car?” starting on p. 247. If you are in class tomorrow (Sept. 25th) you may finish this assignment with your team. However, if you’re out on both days (24th and 25th) you should read this text and find two pieces of evidence for each of these categories: Facts, Statistics, and Quotations from Experts. Fill in a chart like this one with what you find:FactStatisticQuotation???5501640316230Kahoot: Collection 1 Vocabulary Review00Kahoot: Collection 1 Vocabulary Review4. We finished the day with a quick “Collection 1” vocabulary Kahoot! No need to make that up.If you were absent onSeptember 25th, 2018here’s what you missed: (8th Grade)1. We did a wordplay warm up today. You don’t have to make this up, but would you have figured out these three common expressions/famous titles?2. Next, we added “Central Idea” and “Supporting Details” to our vocabulary notebooks. Add them, please.Central Idea – the main/most important concept that a writer or speaker conveys. A whole text may have one main idea in addition to a central idea in each paragraph or sectionSupporting Detail – facts, statistics, and quotations from experts that support the main/central idea of a text (or section of text)FactStatisticQuotation???3. Students finished their “Post-It Evidence Hunt” with their teams. You will need to do this on your own, but you don’t have to use Post-Its. Make a chart like this to find facts, statistics, and quotations from experts in the text “Is 16 Too Young to Drive?” If you were absent onSeptember 26th, 2018here’s what you missed: (8th Grade)1. Your warm up today was to amass some materials for your new Writing Portfolio. Please get these materials from the counter under the Word Wall: A colored three-pronged folder“Writing Reflection #1”“My Old Writing Data” (small piece of paperFSA Writing RubricYour “My Favorite Chaperone” Written Response (it should be in your composition book, but FIND IT if it’s not)2. One of my goals this year is for my students to take greater ownership of their grades. I want you to know WHY you got the grade you did, and HOW you can improve. Otherwise…I mean…what are we even doing, right?We’re going to add to this writing portfolio throughout the year. At the end, you’re going to pick your best pieces for my evaluation.3. I called students up to my desk, one-by-one, to show them their FSA Writing scores from the last three years. Please see Mrs. Day to get your scores. While I was meeting with individuals, students worked to complete “Writing Reflection #1.” Please follow that sheet’s instructions, and place it (and the assignment that goes with it) in your new Writing Portfolio. 4. Finally, we marked the FSA Grading Rubrics with two different colored highlighters. At the top of the page, make a key that looks like this: Mark that rubric with what you think you’re (currently) good at, and what you want to work on this year.If you were absent onSeptember 27th, 2018here’s what you missed: (8th Grade)1. As a warm up today, students got a Performance Assessment book from the counter under the Word Wall. Get one, look through the first few pages, and (under Warm Up for today) answer these questions: What is the book for? What is its purpose? What will you be doing in this book?2. We looked at the calendar for the next few weeks. Here it is, so you know what’s coming up! 3. I talked (at some length, I rather fear) about argumentative essays. The main things I communicated were:1) I ALWAYS hear this feedback about essay prompts: “The prompt was soooo boring!” Listen, man, if you’re waiting for the day when the essay prompt is, “Which Avenger is the greatest?” or “Which teacher at your school is the worst?” THAT’S NEVER GOING TO HAPPEN. We have to work with the prompts we’re given.2) PLEASE, please, please, don’t make up your mind about which side of an argument you’ll claim until you’ve read the sources. I want you to write the best essay possible, and sometimes that means picking the side with the best evidence, not the side you truly believe, in your heart of hearts.4. We read the sources for our argumentative essay, “Should people be prosecuted for statements made on social media?” Please read these (pp. 23-29), and answer each “Close Read” and “Discuss and Decide” question on those pages. 5. We’re going to use these sources for our debate tomorrow, so please get caught up as quickly as possible!If you were absent onSeptember 28th, 2018here’s what you missed: (8th Grade)1. Warm Up - So, what do you think? Should individuals be prosecuted for statements made on social media? Give at least two reasons why you’re arguing the side you are.2. We held a “fishbowl”-style debate. I’m sorry you weren’t here to debate with us! What you’ll do is create your Debate “Fish Food” Card. That was the grade for this assignment, and students competed for extra credit if their side “won”. Decide which side of the debate you’ll argue (you can change your mind when it’s time to write this essay), and outline two reasons and two pieces of evidence to support those reasons. Here’s what it should look like:You can get a note card from the “Here’s What You Missed” binder. Remember, you have two days (for each day you’re absent) to make up the work you missed! ................
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