Students doing Independent Study will click on zoom below to join the class.
Monday/Tuesday October 11-12, 2021
Objectives:
1. Students will be able to:
2. Cite evidence to support analysis.
3. Discuss author’s purpose and literary references.
Standards:
1. CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Task:
Independent Station
Students at this station will complete a writing activity on writable.
If students finish early, they will log in to Ms. Rangel’s Digital Library and read silently a book of their choice.
Collaborative Station:
Students at this station will review and discuss commas and look at how Rusell uses comma in the story "What is the Horror Genre?"
Objectives:
1. Students will be able to:
2. Cite evidence to support analysis.
3. Discuss author’s purpose and literary references.
Standards:
1. CCSS.ELA-LITERACY.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Task:
Independent Station
Students at this station will complete a writing activity on writable.
If students finish early, they will log in to Ms. Rangel’s Digital Library and read silently a book of their choice.
Collaborative Station:
Students at this station will review and discuss commas and look at how Rusell uses comma in the story "What is the Horror Genre?"
Wednesday October 13, 2021
Objectives:
1. Students will be complete an assessment on Affixes and Commas.
Standards:
1. CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede)
Task:
Students will complete a worksheet on Prefix and Suffix.
If students are finish early, they will log in to CLEVER and complete their activity in the spelling classroom.
Objectives:
1. Students will be complete an assessment on Affixes and Commas.
Standards:
1. CCSS.ELA-LITERACY.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede)
Task:
Students will complete a worksheet on Prefix and Suffix.
If students are finish early, they will log in to CLEVER and complete their activity in the spelling classroom.
Thursday/Friday October 14-15, 2021
Objectives:
After reviewing story elements, students will be able to:
RL 8.4 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.
Task:
Independent Station:
Students at this station will work on the following activity.
Letter Writing- Have you ever seen a movie or show or played a video game that you thought was either too violent or rated too harshly? Write a three- to four-paragraph letter to the Motion Picture Association of America or to the Entertainment Software Rating Board in which you express a complaint about the rating of a movie, show, or game that includes horror content.
Collaborative Station:
Students at this station will discuss in small groups.
Students will:
Use the characteristics of the horror genre described in the essay to categorize the horror stories you have read and the horror films you have seen.
Objectives:
After reviewing story elements, students will be able to:
- Identify elements of a short story.
- Analyze how characters motivations influence plot.
- Collaborate group discussion.
RL 8.4 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.
Task:
Independent Station:
Students at this station will work on the following activity.
Letter Writing- Have you ever seen a movie or show or played a video game that you thought was either too violent or rated too harshly? Write a three- to four-paragraph letter to the Motion Picture Association of America or to the Entertainment Software Rating Board in which you express a complaint about the rating of a movie, show, or game that includes horror content.
- Introduce yourself and the title of the movie, show, or game you are writing about.
- Explain why you think the rating is too restrictive or not restrictive enough, citing details.
- Be sure to keep a professional tone throughout your letter.
- If students are finish early, they will log in to CLEVER and complete their activity in the spelling classroom.
Collaborative Station:
Students at this station will discuss in small groups.
Students will:
Use the characteristics of the horror genre described in the essay to categorize the horror stories you have read and the horror films you have seen.
- Work with a small group to create a list of stories and films.
- Review the characters, setting, events, structure, and organization of the stories and films. Take notes on each.
- Decide how to categorize the stories and films. What creates the suspense in each one? Do they have similar themes or settings? Are the sources of horror alike in some way?
- Be prepared to explain your categories as you share your final list with the class or a small group.