5th Period: English 8 Assignments

You will be crafting an outline to support your speech writing process. This will be started in class on Day 1 and finished for homework, due Day 2. 

Due: Day 2

You will be crafting an outline to support your speech writing process. This will be started in class on Day 1 and finished for homework, due Day 2. 

Due: Day 2

You will be crafting an outline to support your speech writing process. This will be started in class on Day 1 and finished for homework, due Day 2. 

Due: Day 2

Now that you have read 5 of the 9 student memoirs, you hopefully have a better grasp of memoir and narrative writing.  

Think of the ones you read and think of the 2 you believe were best. Then copy, paste, and complete the following in your answer. 
_______________

Standout Speech 1
Title of Speech:
-->  

Topic: 
--> 
Theme/Lesson Takeaway:
--> 
What made it unique or stand above the rest?
-->
How did it intend to make the reader feel or think something in particular?
-->
What about the content/topic, writing style, use of craft moves, or overall message do you want to influence your own speech?
-->   

Standout Speech 2
Title of Speech:
-->  

Topic: 
--> 
Theme/Lesson Takeaway:
--> 
What made it unique or stand above the rest?
-->
How did it intend to make the reader feel or think something in particular?
-->
What about the content/topic, writing style, use of craft moves, or overall message do you want to influence your own speech?
-->

Now that you have read 5 of the 9 student memoirs, you hopefully have a better grasp of memoir and narrative writing.  

Think of the ones you read and think of the 2 you believe were best. Then copy, paste, and complete the following in your answer. 
_______________

Standout Speech 1
Title of Speech:
-->  

Topic: 
--> 
Theme/Lesson Takeaway:
--> 
What made it unique or stand above the rest?
-->
How did it intend to make the reader feel or think something in particular?
-->
What about the content/topic, writing style, use of craft moves, or overall message do you want to influence your own speech?
-->   

Standout Speech 2
Title of Speech:
-->  

Topic: 
--> 
Theme/Lesson Takeaway:
--> 
What made it unique or stand above the rest?
-->
How did it intend to make the reader feel or think something in particular?
-->
What about the content/topic, writing style, use of craft moves, or overall message do you want to influence your own speech?
-->

Greetings,
Today you have a sub, as Mrs. G is out sick.  Take out your comp book and a pen. Work diligently and independently this entire class period.  Please complete the following this class period. 

1) Independent Reading
-Read your IR book for 20 minutes.  The substitute teacher will let you know when the 20 minutes is over. 

2) Spring Speech 
-You will need your comp book and laptop for various tasks.
-Review and complete Slides 9-13 (Slides 1-8 were from our last class before SBAC testing and are there as reminders of the writing prompts you have already reflected on in your initial brainstorming for your speech)
-Please make note of the time estimate next to the title of the slide, as that will indicate a rough estimate of how much time you should spend on that one slide.

3) Speech Outline
-Slide 14
-You will see the document for the outline posted as a separate assignment on GC.  
-There is no one formate for the outline and is very open to your own interpretation and needs.  
-Come to class on Wednesday with your outline finished.

Greetings,
Today you have a sub, as Mrs. G is out sick.  Take out your comp book and a pen. Work diligently and independently this entire class period.  Please complete the following this class period. 

1) Independent Reading
-Read your IR book for 20 minutes.  The substitute teacher will let you know when the 20 minutes is over. 

2) Spring Speech 
-You will need your comp book and laptop for various tasks.
-Review and complete Slides 9-13 (Slides 1-8 were from our last class before SBAC testing and are there as reminders of the writing prompts you have already reflected on in your initial brainstorming for your speech)
-Please make note of the time estimate next to the title of the slide, as that will indicate a rough estimate of how much time you should spend on that one slide.

3) Speech Outline
-Slide 14
-You will see the document for the outline posted as a separate assignment on GC.  
-There is no one formate for the outline and is very open to your own interpretation and needs.  
-Come to class on Wednesday with your outline finished.

In your response include the following items:

1) [Which type of speech are you planning to write: Personal Narrative, Informational, or Persuasive? ]
2) [Give a 2-4 sentence summary of which topic/argument/etc. you plan to write your speech about ]
3) [In a single sentence, explain why you are driven to write your speech about this particular topic/argument/etc.]

In your response include the following items:

1) [Which type of speech are you planning to write: Personal Narrative, Informational, or Persuasive? ]
2) [Give a 2-4 sentence summary of which topic/argument/etc. you plan to write your speech about ]
3) [In a single sentence, explain why you are driven to write your speech about this particular topic/argument/etc.]

Now that you have read 5 of the 9 student memoirs, you hopefully have a better grasp of memoir and narrative writing.  

Think of the ones you read and think of the 2 you believe were best. Then copy, paste, and complete the following in your answer. 
_______________

Standout Speech 1
Title of Speech:
-->  

Topic: 
--> 
Theme/Lesson Takeaway:
--> 
What made it unique or stand above the rest?
-->
How did it intend to make the reader feel or think something in particular?
-->
What about the content/topic, writing style, use of craft moves, or overall message do you want to influence your own speech?
-->   

Standout Speech 2
Title of Speech:
-->  

Topic: 
--> 
Theme/Lesson Takeaway:
--> 
What made it unique or stand above the rest?
-->
How did it intend to make the reader feel or think something in particular?
-->
What about the content/topic, writing style, use of craft moves, or overall message do you want to influence your own speech?
-->

Greetings,
Today you have a sub, as Mrs. G is out sick.  Take out your comp book and a pen. Work diligently and independently this entire class period.  Please complete the following this class period. 

1) Independent Reading
-Read your IR book for 20 minutes.  The substitute teacher will let you know when the 20 minutes is over. 

2) Spring Speech 
-You will need your comp book and laptop for various tasks.
-Review and complete Slides 9-13 (Slides 1-8 were from our last class before SBAC testing and are there as reminders of the writing prompts you have already reflected on in your initial brainstorming for your speech)
-Please make note of the time estimate next to the title of the slide, as that will indicate a rough estimate of how much time you should spend on that one slide.

3) Speech Outline
-Slide 14
-You will see the document for the outline posted as a separate assignment on GC.  
-There is no one formate for the outline and is very open to your own interpretation and needs.  
-Come to class on Wednesday with your outline finished.

In your response include the following items:

1) [Which type of speech are you planning to write: Personal Narrative, Informational, or Persuasive? ]
2) [Give a 2-4 sentence summary of which topic/argument/etc. you plan to write your speech about ]
3) [In a single sentence, explain why you are driven to write your speech about this particular topic/argument/etc.]

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

SBAC is happening next class! You are testing with your content specific teacher. 

Day 1: Computer Adaptive Test (CAT)
Day 2: Performance Task (PT) 
Day 3: Performance Task (PT) 

You MUST bring:

1) Fully charged Chromebook
2) Indie Book (for silent reading after the test)
3) Headphones (no AirPods)

Please make sure to have each of these with you every day of testing.  Make sure to get a good amount of sleep the night before and have a snack or breakfast the morning of the test.  This will help to ensure you are as focused and as successful as you can possibly be on your test :)

Comparing Speeches 
-For this assignment, you will be reading/listening to various speeches in order to compare their unique qualities and attributes. 
-Feel free to listen/read more than the six required speeches, if you have the time. This is highly encouraged! 
-If this is not finished by the end of the class period, it needs to be finished as homework.

Comparing Speeches 
-For this assignment, you will be reading/listening to various speeches in order to compare their unique qualities and attributes. 
-Feel free to listen/read more than the six required speeches, if you have the time. This is highly encouraged! 
-If this is not finished by the end of the class period, it needs to be finished as homework.

Today you have 90-minutes to produce a Craft Essay. Attached is the prompt - please use it to guide you during the writing process. Manage your time so that you are able to produce the entire four-paragraph essay during the course of the class period. 

You May Use:
-Outline (turned in on GC)
-Essay Graphic Organizer (turned in on GC) (feel free to unsubmit, but leave attached on GC - it will not be marked "late" by Mrs. G)
-Any other writing tools/notes in your comp book
-The physical stories - either the hard copies (if you have them in your possession) or you may use the electronic versions (attached to this assignment post). 
-The spellcheck tool on Google Docs
-The Annotations + Reminders Doc (attached on this assignment post)

Reminders:
-Only Annotations: Underline your counterargument and corresponding rebuttal. (At least one CA + Rebuttal must exist at least once in your essay - either Body P) + * The last punctuation of your strongest body P * 

-Proofread your writing before submitting! 
-Whatever is finished by the end of the 90-minute period is the essay Mrs. G will be grading. You need to manage your time; keep an eye on the clock, as you should be averaging about 20-22 minutes per paragraph. If you are a very thorough/detailed writer, do your best to get down all of the main basics for each paragraph first, then return to each paragraph to enhance each with greater detail. A completed essay that shows your mastery of all the key components of a comparative is better than you crafting an essay in which multiple components are missing, but perhaps you did a really good job with one body paragraph. Find a balance between quality and quantity. 
-If time, review the rubric!

Today you have 90-minutes to produce a Craft Essay. Attached is the prompt - please use it to guide you during the writing process. Manage your time so that you are able to produce the entire four-paragraph essay during the course of the class period. 

You May Use:
-Outline (turned in on GC)
-Essay Graphic Organizer (turned in on GC) (feel free to unsubmit, but leave attached on GC - it will not be marked "late" by Mrs. G)
-Any other writing tools/notes in your comp book
-The physical stories - either the hard copies (if you have them in your possession) or you may use the electronic versions (attached to this assignment post). 
-The spellcheck tool on Google Docs
-The Annotations + Reminders Doc (attached on this assignment post)

Reminders:
-Only Annotations: Underline your counterargument and corresponding rebuttal. (At least one CA + Rebuttal must exist at least once in your essay - either Body P) + * The last punctuation of your strongest body P * 

-Proofread your writing before submitting! 
-Whatever is finished by the end of the 90-minute period is the essay Mrs. G will be grading. You need to manage your time; keep an eye on the clock, as you should be averaging about 20-22 minutes per paragraph. If you are a very thorough/detailed writer, do your best to get down all of the main basics for each paragraph first, then return to each paragraph to enhance each with greater detail. A completed essay that shows your mastery of all the key components of a comparative is better than you crafting an essay in which multiple components are missing, but perhaps you did a really good job with one body paragraph. Find a balance between quality and quantity. 
-If time, review the rubric!

Today you have 90-minutes to produce a Craft Essay. Attached is the prompt - please use it to guide you during the writing process. Manage your time so that you are able to produce the entire four-paragraph essay during the course of the class period. 

You May Use:
-Outline (turned in on GC)
-Essay Graphic Organizer (turned in on GC) (feel free to unsubmit, but leave attached on GC - it will not be marked "late" by Mrs. G)
-Any other writing tools/notes in your comp book
-The physical stories - either the hard copies (if you have them in your possession) or you may use the electronic versions (attached to this assignment post). 
-The spellcheck tool on Google Docs
-The Annotations + Reminders Doc (attached on this assignment post)

Reminders:
-Only Annotations: Underline your counterargument and corresponding rebuttal. (At least one CA + Rebuttal must exist at least once in your essay - either Body P) + * The last punctuation of your strongest body P * 

-Proofread your writing before submitting! 
-Whatever is finished by the end of the 90-minute period is the essay Mrs. G will be grading. You need to manage your time; keep an eye on the clock, as you should be averaging about 20-22 minutes per paragraph. If you are a very thorough/detailed writer, do your best to get down all of the main basics for each paragraph first, then return to each paragraph to enhance each with greater detail. A completed essay that shows your mastery of all the key components of a comparative is better than you crafting an essay in which multiple components are missing, but perhaps you did a really good job with one body paragraph. Find a balance between quality and quantity. 
-If time, review the rubric!

Today you have 90-minutes to produce a Craft Essay. Attached is the prompt - please use it to guide you during the writing process. Manage your time so that you are able to produce the entire four-paragraph essay during the course of the class period. 

You May Use:
-Outline (turned in on GC)
-Essay Graphic Organizer (turned in on GC) (feel free to unsubmit, but leave attached on GC - it will not be marked "late" by Mrs. G)
-Any other writing tools/notes in your comp book
-The physical stories - either the hard copies (if you have them in your possession) or you may use the electronic versions (attached to this assignment post). 
-The spellcheck tool on Google Docs
-The Annotations + Reminders Doc (attached on this assignment post)

Reminders:
-Only Annotations: Underline your counterargument and corresponding rebuttal. (At least one CA + Rebuttal must exist at least once in your essay - either Body P) + * The last punctuation of your strongest body P * 

-Proofread your writing before submitting! 
-Whatever is finished by the end of the 90-minute period is the essay Mrs. G will be grading. You need to manage your time; keep an eye on the clock, as you should be averaging about 20-22 minutes per paragraph. If you are a very thorough/detailed writer, do your best to get down all of the main basics for each paragraph first, then return to each paragraph to enhance each with greater detail. A completed essay that shows your mastery of all the key components of a comparative is better than you crafting an essay in which multiple components are missing, but perhaps you did a really good job with one body paragraph. Find a balance between quality and quantity. 
-If time, review the rubric!

Today you will be working on your Craft Essay - Graphic Organizer.  If you did not finish your Outline, you need to finish that first before you start on the Essay Organizer


You will work on this assignment on Day 2 and 3 of class, with it being due at the end of the class period on Day 3.

For today, Day 3, you will work through the following.  If you finish all of the items early, read your independent reading book or work on other homework for a different class: 

1) IR
-Read independently for 20 minutes. 

2) Check Advanced Claim!
-Go back to the GC 'Question' post from class on Day 2. 
-Think about the recommendations and samples we reviewed together. 
-Revise your advanced claim, if needed! 

3) Essay Outline ("Craft | Craft Essay Outline")
-Check to make sure your Outline is finished, as this was due today at 8:30am. 
-If it is not finished, finish this first before moving to the Graphic Organizer. 

4) Review Mentor Essays 
-See the 'material' post on GC titled, "Craft | Mentor Craft Essay Samples".
-Review at least three of the sample essays. 

5) Review: Craft Essay Rubric
-The rubric is attached here to this assignment post. 
-Notice one change is that you will now be assessed on your own craft as a writer. 

6) Craft | Essay Graphic Organizer
-Work on this organizer.  A few of you may have started this, so continue working on it! 
-Remember: You must include at least one counter argument and corresponding rebuttal in your essay - either in Body 1 or Body 2 or BOTH :) 
-This should be done by the end of today's class period.  If you need more time on it, that is fine; make sure it is ready to go by the day of the on-demand on Day 1 after break.  

If you finish all of the above items and there is still time remaining in the class period, please read your IR book.  (If you have outstanding work for a different class that needs to be completed, that is fine too). 

Have a FANTASTIC and RESTFUL Spring Break! Enjoy Fortnite, Snap, and sleeping in moderation - or whatever brings you joy! Get outside and enjoy the beautiful Spring weather - it is a glorious taste of summer!

For today, Day 3, you will work through the following.  If you finish all of the items early, read your independent reading book or work on other homework for a different class: 

1) IR
-Read independently for 20 minutes. 

2) Check Advanced Claim!
-Go back to the GC 'Question' post from class on Day 2. 
-Think about the recommendations and samples we reviewed together. 
-Revise your advanced claim, if needed! 

3) Essay Outline ("Craft | Craft Essay Outline")
-Check to make sure your Outline is finished, as this was due today at 8:30am. 
-If it is not finished, finish this first before moving to the Graphic Organizer. 

4) Review Mentor Essays 
-See the 'material' post on GC titled, "Craft | Mentor Craft Essay Samples".
-Review at least three of the sample essays. 

5) Review: Craft Essay Rubric
-The rubric is attached here to this assignment post. 
-Notice one change is that you will now be assessed on your own craft as a writer. 

6) Craft | Essay Graphic Organizer
-Work on this organizer.  A few of you may have started this, so continue working on it! 
-Remember: You must include at least one counter argument and corresponding rebuttal in your essay - either in Body 1 or Body 2 or BOTH :) 
-This should be done by the end of today's class period.  If you need more time on it, that is fine; make sure it is ready to go by the day of the on-demand on Day 1 after break.  

If you finish all of the above items and there is still time remaining in the class period, please read your IR book.  (If you have outstanding work for a different class that needs to be completed, that is fine too). 

Have a FANTASTIC and RESTFUL Spring Break! Enjoy Fortnite, Snap, and sleeping in moderation - or whatever brings you joy! Get outside and enjoy the beautiful Spring weather - it is a glorious taste of summer!

For today, Day 3, you will work through the following.  If you finish all of the items early, read your independent reading book or work on other homework for a different class: 

1) IR
-Read independently for 20 minutes. 

2) Check Advanced Claim!
-Go back to the GC 'Question' post from class on Day 2. 
-Think about the recommendations and samples we reviewed together. 
-Revise your advanced claim, if needed! 

3) Essay Outline ("Craft | Craft Essay Outline")
-Check to make sure your Outline is finished, as this was due today at 8:30am. 
-If it is not finished, finish this first before moving to the Graphic Organizer. 

4) Review Mentor Essays 
-See the 'material' post on GC titled, "Craft | Mentor Craft Essay Samples".
-Review at least three of the sample essays. 

5) Review: Craft Essay Rubric
-The rubric is attached here to this assignment post. 
-Notice one change is that you will now be assessed on your own craft as a writer. 

6) Craft | Essay Graphic Organizer
-Work on this organizer.  A few of you may have started this, so continue working on it! 
-Remember: You must include at least one counter argument and corresponding rebuttal in your essay - either in Body 1 or Body 2 or BOTH :) 
-This should be done by the end of today's class period.  If you need more time on it, that is fine; make sure it is ready to go by the day of the on-demand on Day 1 after break.  

If you finish all of the above items and there is still time remaining in the class period, please read your IR book.  (If you have outstanding work for a different class that needs to be completed, that is fine too). 

Have a FANTASTIC and RESTFUL Spring Break! Enjoy Fortnite, Snap, and sleeping in moderation - or whatever brings you joy! Get outside and enjoy the beautiful Spring weather - it is a glorious taste of summer!

For today, Day 3, you will work through the following.  If you finish all of the items early, read your independent reading book or work on other homework for a different class: 

1) IR
-Read independently for 20 minutes. 

2) Check Advanced Claim!
-Go back to the GC 'Question' post from class on Day 2. 
-Think about the recommendations and samples we reviewed together. 
-Revise your advanced claim, if needed! 

3) Essay Outline ("Craft | Craft Essay Outline")
-Check to make sure your Outline is finished, as this was due today at 8:30am. 
-If it is not finished, finish this first before moving to the Graphic Organizer. 

4) Review Mentor Essays 
-See the 'material' post on GC titled, "Craft | Mentor Craft Essay Samples".
-Review at least three of the sample essays. 

5) Review: Craft Essay Rubric
-The rubric is attached here to this assignment post. 
-Notice one change is that you will now be assessed on your own craft as a writer. 

6) Craft | Essay Graphic Organizer
-Work on this organizer.  A few of you may have started this, so continue working on it! 
-Remember: You must include at least one counter argument and corresponding rebuttal in your essay - either in Body 1 or Body 2 or BOTH :) 
-This should be done by the end of today's class period.  If you need more time on it, that is fine; make sure it is ready to go by the day of the on-demand on Day 1 after break.  

If you finish all of the above items and there is still time remaining in the class period, please read your IR book.  (If you have outstanding work for a different class that needs to be completed, that is fine too). 

Have a FANTASTIC and RESTFUL Spring Break! Enjoy Fortnite, Snap, and sleeping in moderation - or whatever brings you joy! Get outside and enjoy the beautiful Spring weather - it is a glorious taste of summer!

Assigned and work on during Day 1 of class. 

Due: Day 2 (4/3)

Assigned and work on during Day 1 of class. 

Due: Day 2 (4/3)

Assigned and work on during Day 1 of class. 

Due: Day 2 (4/3)

This write long is to be completed in your comp book. See screenshot for prompt. Attached is the Session 10 lesson from today's class. Review the lesson on symbolism, as needed. 

Due: Day 1

This write long is to be completed in your comp book. See screenshot for prompt. Attached is the Session 10 lesson from today's class. Review the lesson on symbolism, as needed. 

Due: Day 1

This write long is to be completed in your comp book. See screenshot for prompt. Attached is the Session 10 lesson from today's class. Review the lesson on symbolism, as needed. 

Due: Day 1

Make sure to use the examples on the slides for your reference as you craft your own advanced claim.
Copy and paste, then fill in the following details before posting an 'answer' to this question:

[Chosen Text for Craft Essay]

Essay Option [One or Two]

Basic Claim: [Write Here]

Advanced Claim: [Write Here]

Make sure to use the examples on the slides for your reference as you craft your own advanced claim.
Copy and paste, then fill in the following details before posting an 'answer' to this question:

[Chosen Text for Craft Essay]

Essay Option [One or Two]

Basic Claim: [Write Here]

Advanced Claim: [Write Here]

Make sure to use the examples on the slides for your reference as you craft your own advanced claim.
Copy and paste, then fill in the following details before posting an 'answer' to this question:

[Chosen Text for Craft Essay]

Essay Option [One or Two]

Basic Claim: [Write Here]

Advanced Claim: [Write Here]

Started and introduced in class on Day 1 (3/25 or 3/26) and due Day 2 of class.

Started and introduced in class on Day 1 (3/25 or 3/26) and due Day 2 of class.

Started and introduced in class on Day 1 (3/25 or 3/26) and due Day 2 of class.

Started and introduced in class on Day 1 (3/25 or 3/26) and due Day 2 of class.

1. Transform your Body Paragraph Graphic Organizer (Outline) into your Final Draft
-Take all of the components from your organizer and reformat them on the attached doc "Theme Essay | Final Draft"
-Essentially, get rid of the graphic organizer, so your fresh Final Draft doc looks like two gorgeously crafted Body Ps. 


2. Read --> Edit --> Revise
-After crafting your two GORGEOUS Ps, then spend some time reading through your draft. Think: Do things make sense? How is the flow of your essay?  Are things organized? What is missing? What needs to improve?
-After reading through, fix things! Edit! Revise! Build up your essay to be stronger!


3. Rubric Review
-Take a look at the rubric. 
-Compare the rubric criteria to your essay product! 
-Consider: How would you score? What can you do to make your essay stronger?
-Spend some more time revising!


4. Annotations + Reminders
-Super Important: complete the required annotations requested of you (these can be found on the doc titled, "Theme | Final Draft Annotations and Reminders")
-Review the reminders given to you. 


5. Essay Feedback
-On Day 3 (3/21) and Day 4 (3/22), we will continue to draft - moving to a finished final product. 
-By the conclusion of class on Day 3, you will share your essay with your WW partner for feedback.

6. Print Out Essay (Hardy Copy)
-Your final draft is due at the start of class on Day 1 next week. 
-Print out a hard copy of your essay, as you will physically turn this in (in addition to submitting on GC).

1. Transform your Body Paragraph Graphic Organizer (Outline) into your Final Draft
-Take all of the components from your organizer and reformat them on the attached doc "Theme Essay | Final Draft"
-Essentially, get rid of the graphic organizer, so your fresh Final Draft doc looks like two gorgeously crafted Body Ps. 


2. Read --> Edit --> Revise
-After crafting your two GORGEOUS Ps, then spend some time reading through your draft. Think: Do things make sense? How is the flow of your essay?  Are things organized? What is missing? What needs to improve?
-After reading through, fix things! Edit! Revise! Build up your essay to be stronger!


3. Rubric Review
-Take a look at the rubric. 
-Compare the rubric criteria to your essay product! 
-Consider: How would you score? What can you do to make your essay stronger?
-Spend some more time revising!


4. Annotations + Reminders
-Super Important: complete the required annotations requested of you (these can be found on the doc titled, "Theme | Final Draft Annotations and Reminders")
-Review the reminders given to you. 


5. Essay Feedback
-On Day 3 (3/21) and Day 4 (3/22), we will continue to draft - moving to a finished final product. 
-By the conclusion of class on Day 3, you will share your essay with your WW partner for feedback.

6. Print Out Essay (Hardy Copy)
-Your final draft is due at the start of class on Day 1 next week. 
-Print out a hard copy of your essay, as you will physically turn this in (in addition to submitting on GC).

1. Transform your Body Paragraph Graphic Organizer (Outline) into your Final Draft
-Take all of the components from your organizer and reformat them on the attached doc "Theme Essay | Final Draft"
-Essentially, get rid of the graphic organizer, so your fresh Final Draft doc looks like two gorgeously crafted Body Ps. 


2. Read --> Edit --> Revise
-After crafting your two GORGEOUS Ps, then spend some time reading through your draft. Think: Do things make sense? How is the flow of your essay?  Are things organized? What is missing? What needs to improve?
-After reading through, fix things! Edit! Revise! Build up your essay to be stronger!


3. Rubric Review
-Take a look at the rubric. 
-Compare the rubric criteria to your essay product! 
-Consider: How would you score? What can you do to make your essay stronger?
-Spend some more time revising!


4. Annotations + Reminders
-Super Important: complete the required annotations requested of you (these can be found on the doc titled, "Theme | Final Draft Annotations and Reminders")
-Review the reminders given to you. 


5. Essay Feedback
-On Day 3 (3/21) and Day 4 (3/22), we will continue to draft - moving to a finished final product. 
-By the conclusion of class on Day 3, you will share your essay with your WW partner for feedback.

6. Print Out Essay (Hardy Copy)
-Your final draft is due at the start of class on Day 1 next week. 
-Print out a hard copy of your essay, as you will physically turn this in (in addition to submitting on GC).

See screenshots for details. This was assigned and explained in class on Thurs/Fri.  Complete this writing task in your comp book. 

Due: Day 1 (Mon or Tues)

See screenshots for details. This was assigned and explained in class on Thurs/Fri.  Complete this writing task in your comp book. 

Due: Day 1 (Mon or Tues)

See screenshots for details. This was assigned and explained in class on Thurs/Fri.  Complete this writing task in your comp book. 

Due: Day 1 (Mon or Tues)

See screenshots for details. This was assigned and explained in class on Thurs/Fri.  Complete this writing task in your comp book. 

Due: Day 1 (Mon or Tues)

Introduced in class on 3/11 or 3/12 and is to be finished for homework. This writing entry will be the next entry in your comp book. Aim for about one page in writing. 

Due: Day 3

Introduced in class on 3/11 or 3/12 and is to be finished for homework. This writing entry will be the next entry in your comp book. Aim for about one page in writing. 

Due: Day 2 (Wednesday)

Introduced in class on 3/11 or 3/12 and is to be finished for homework. This writing entry will be the next entry in your comp book. Aim for about one page in writing. 

Due: Day 2 (Wednesday)

Introduced in class on 3/11 or 3/12 and is to be finished for homework. This writing entry will be the next entry in your comp book. Aim for about one page in writing. 

Due: Day 2 (Wednesday)

Tomorrow is the SBAC Interim assessment.  Please make sure to bring your charged laptop and headphones tomorrow.

Tomorrow is the SBAC Interim assessment.  Please make sure to bring your charged laptop and headphones tomorrow.

Tomorrow is the SBAC Interim assessment.  Please make sure to bring your charged laptop and headphones tomorrow.

The audio can be found in the story attachment (see the link below the title).

HW: 
-Finish reading the story, in case your class period did not finish. 
-Complete the column for the story on the "Topics + Themes" handout we started in class. Remember: this is the three column paper - we already filled out the first column with observations from "Forgiveness". (A digital copy of the paper is attached here in case you lose your hard copy).

The audio can be found in the story attachment (see the link below the title).

HW: 
-Finish reading the story, in case your class period did not finish. 
-Complete the column for the story on the "Topics + Themes" handout we started in class. Remember: this is the three column paper - we already filled out the first column with observations from "Forgiveness". (A digital copy of the paper is attached here in case you lose your hard copy).

The audio can be found in the story attachment (see the link below the title).

HW: 
-Finish reading the story, in case your class period did not finish. 
-Complete the column for the story on the "Topics + Themes" handout we started in class. Remember: this is the three column paper - we already filled out the first column with observations from "Forgiveness". (A digital copy of the paper is attached here in case you lose your hard copy).

After reading and annotating "The Knowers" in class on Day 1, you will complete the 'Text Notes' graphic organizer for the reading.  This may be started in class, but for the most part will be worked on for homework. 

Note: For the 'Plot Drawing' use the drawing tool to create a plot graph, including details for: exposition, rising action, climax, falling action, and resolution.

Note: In "Noteworthy Decisions Made by the Author" you will make at least 5 observations regarding unique things the author includes in the text.  Most likely, this observation will be what we will eventually call a craft move - perhaps descriptive language, metaphor, simile, alliteration, imagery, etc.

After reading and annotating "The Knowers" in class on Day 1, you will complete the 'Text Notes' graphic organizer for the reading.  This may be started in class, but for the most part will be worked on for homework. 

Note: For the 'Plot Drawing' use the drawing tool to create a plot graph, including details for: exposition, rising action, climax, falling action, and resolution.

Note: In "Noteworthy Decisions Made by the Author" you will make at least 5 observations regarding unique things the author includes in the text.  Most likely, this observation will be what we will eventually call a craft move - perhaps descriptive language, metaphor, simile, alliteration, imagery, etc.

After reading and annotating "The Knowers" in class on Day 1, you will complete the 'Text Notes' graphic organizer for the reading.  This may be started in class, but for the most part will be worked on for homework. 

Note: For the 'Plot Drawing' use the drawing tool to create a plot graph, including details for: exposition, rising action, climax, falling action, and resolution.

Note: In "Noteworthy Decisions Made by the Author" you will make at least 5 observations regarding unique things the author includes in the text.  Most likely, this observation will be what we will eventually call a craft move - perhaps descriptive language, metaphor, simile, alliteration, imagery, etc.

On Day 3 of class (2/29 or 3/1) we read "All Summer in a Day".  If by chance your class period did not finish reading, please finish reading and annotating for homework. 

--> Absent Students: read the story at home for homework. Highlight/annotate/write in the margins.  As you read, look for unique techniques the writer implements in the story, key details about the plot and/or characters, and keep an eye out for topics and themes that emerge from the story.

On Day 3 of class (2/29 or 3/1) we read "All Summer in a Day".  If by chance your class period did not finish reading, please finish reading and annotating for homework. 

--> Absent Students: read the story at home for homework. Highlight/annotate/write in the margins.  As you read, look for unique techniques the writer implements in the story, key details about the plot and/or characters, and keep an eye out for topics and themes that emerge from the story.

On Day 3 of class (2/29 or 3/1) we read "All Summer in a Day".  If by chance your class period did not finish reading, please finish reading and annotating for homework. 

--> Absent Students: read the story at home for homework. Highlight/annotate/write in the margins.  As you read, look for unique techniques the writer implements in the story, key details about the plot and/or characters, and keep an eye out for topics and themes that emerge from the story.

On Day 3 of class (2/29 or 3/1) we read "All Summer in a Day".  If by chance your class period did not finish reading, please finish reading and annotating for homework. 

--> Absent Students: read the story at home for homework. Highlight/annotate/write in the margins.  As you read, look for unique techniques the writer implements in the story, key details about the plot and/or characters, and keep an eye out for topics and themes that emerge from the story.

This was completed in class on 3/4 or 3/5.

This was completed in class on 3/4 or 3/5.

This was completed in class on 3/4 or 3/5.

This is a friendly reminder that Book Club presentations will start on Wednesday 2/28. Make sure to finalize or prepare any outstanding items with your group, prior to presentations starting. You will have only 5 minutes to complete any finishing touches with your group on Wednesday.

This is a friendly reminder that Book Club presentations will start on Wednesday 2/28. Make sure to finalize or prepare any outstanding items with your group, prior to presentations starting. You will have only 5 minutes to complete any finishing touches with your group on Wednesday.

This is a friendly reminder that Book Club presentations will start on Wednesday 2/28. Make sure to finalize or prepare any outstanding items with your group, prior to presentations starting. You will have only 5 minutes to complete any finishing touches with your group on Wednesday.

This is a friendly reminder that Book Club presentations will start on Wednesday 2/28. Make sure to finalize or prepare any outstanding items with your group, prior to presentations starting. You will have only 5 minutes to complete any finishing touches with your group on Wednesday.

One group member from your group needs to add your finished app design slidedeck (User Research/Starting the Design/Refining the Design) AND the app creation (app template) as two separate slidedecks. Mrs. G should see two separate slideshow attachments from your group on this assignment post. 

The owner needs to attach both to this assignment post - do not turn in/submit or else your groupmates lose editing access.

One group member from your group needs to add your finished app design slidedeck (User Research/Starting the Design/Refining the Design) AND the app creation (app template) as two separate slidedecks. Mrs. G should see two separate slideshow attachments from your group on this assignment post. 

The owner needs to attach both to this assignment post - do not turn in/submit or else your groupmates lose editing access.

One group member from your group needs to add your finished app design slidedeck (User Research/Starting the Design/Refining the Design) AND the app creation (app template) as two separate slidedecks. Mrs. G should see two separate slideshow attachments from your group on this assignment post. 

The owner needs to attach both to this assignment post - do not turn in/submit or else your groupmates lose editing access.

One group member from your group needs to add your finished app design slidedeck (User Research/Starting the Design/Refining the Design) AND the app creation (app template) as two separate slidedecks. Mrs. G should see two separate slideshow attachments from your group on this assignment post. 

The owner needs to attach both to this assignment post - do not turn in/submit or else your groupmates lose editing access.

Happy Wednesday! Today you will work on the following, but keep in mind that some IXLs will need to be finished for homework, due next Wednesday:

1) Grammar Slideshow: Action and Helping Verbs (Lesson)
-Read and review the attached slides.
-Prior to working on the assigned IXLs, review the verb lesson in the slideshow.

2) Verb IXLs
-Hopefully you will finish at least one IXL during the class period. 
-Use the IXL link to access the assigned IXLs.
-Due: Next Wednesday 2/14
Y7G Grade 4: MM.3 Identify main verbs and helping verbs
MAL Grade 6: HH.1 Identify main verbs and helping verbs
CPV Grade 6: HH.5 Use the correct modal verb
Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

Happy Wednesday! Today you will work on the following, but keep in mind that some IXLs will need to be finished for homework, due next Wednesday:

1) Grammar Slideshow: Action and Helping Verbs (Lesson)
-Read and review the attached slides.
-Prior to working on the assigned IXLs, review the verb lesson in the slideshow.

2) Verb IXLs
-Hopefully you will finish at least one IXL during the class period. 
-Use the IXL link to access the assigned IXLs.
-Due: Next Wednesday 2/14
Y7G Grade 4: MM.3 Identify main verbs and helping verbs
MAL Grade 6: HH.1 Identify main verbs and helping verbs
CPV Grade 6: HH.5 Use the correct modal verb
Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

Happy Wednesday! Today you will work on the following, but keep in mind that some IXLs will need to be finished for homework, due next Wednesday:

1) Grammar Slideshow: Action and Helping Verbs (Lesson)
-Read and review the attached slides.
-Prior to working on the assigned IXLs, review the verb lesson in the slideshow.

2) Verb IXLs
-Hopefully you will finish at least one IXL during the class period. 
-Use the IXL link to access the assigned IXLs.
-Due: Next Wednesday 2/14
Y7G Grade 4: MM.3 Identify main verbs and helping verbs
MAL Grade 6: HH.1 Identify main verbs and helping verbs
CPV Grade 6: HH.5 Use the correct modal verb
Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

Complete the following: 

1) Club Meeting: Spend 5-10 minutes discussing your most recent chapters (the ones due Day 1 this week) with your group. 

2) Club Meeting Doc: One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 
--> Attach the copy here to this assignment post.
--> There can be repeats of signposts types for this meeting doc, as long as the citation is different. 
--> After the doc has been shared and created, do not work on it in class, as it will be homework due Day 3 (Thurs/Friday). If your group finishes your "User Research" slides, then you can spend time starting the "Club Meeting" doc.

3) User Research - Project Time:
--> The bulk of your period today will be work time with your group to work on or finish the "User Research" slides you started on last class. 
--> Work on the design of these for the remainder of the period.
--> If you finish early, work on your Club Meeting Doc. 

Due: Day 3

Complete the following: 

1) Club Meeting: Spend 5-10 minutes discussing your most recent chapters (the ones due Day 1 this week) with your group. 

2) Club Meeting Doc: One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 
--> Attach the copy here to this assignment post.
--> There can be repeats of signposts types for this meeting doc, as long as the citation is different. 
--> After the doc has been shared and created, do not work on it in class, as it will be homework due Day 3 (Thurs/Friday). If your group finishes your "User Research" slides, then you can spend time starting the "Club Meeting" doc.

3) User Research - Project Time:
--> The bulk of your period today will be work time with your group to work on or finish the "User Research" slides you started on last class. 
--> Work on the design of these for the remainder of the period.
--> If you finish early, work on your Club Meeting Doc. 

Due: Day 3

For today's meeting and homework due Day 3, you will focus on crafting the *perfect* playlist for your Book Club book. One group member is to make a copy of the slidedeck, share with their group, and attach it to this assignment post. Each group member will select one song to represent their character/chosen event/etc, then craft a slide within the group slidedeck. 

No group member can have the same song.  Also, group members cannot have the same piece of direct evidence. 

By the end of today's work period, together your group will design the title slide (slide 1) and summary slide (slide 2).  Your individual slide with the CER will be completed for homework due: Day 3. 

Any item within [brackets] needs to be replaced with your own work and the brackets are to be deleted. 

MLA:
-"Song titles are in quotes" 
-Book titles are italicized

For today's meeting and homework due Day 3, you will focus on crafting the *perfect* playlist for your Book Club book. One group member is to make a copy of the slidedeck, share with their group, and attach it to this assignment post. Each group member will select one song to represent their character/chosen event/etc, then craft a slide within the group slidedeck. 

No group member can have the same song.  Also, group members cannot have the same piece of direct evidence. 

By the end of today's work period, together your group will design the title slide (slide 1) and summary slide (slide 2).  Your individual slide with the CER will be completed for homework due: Day 3. 

Any item within [brackets] needs to be replaced with your own work and the brackets are to be deleted. 

MLA:
-"Song titles are in quotes" 
-Book titles are italicized

For today's meeting and homework due Day 3, you will focus on crafting the *perfect* playlist for your Book Club book. One group member is to make a copy of the slidedeck, share with their group, and attach it to this assignment post. Each group member will select one song to represent their character/chosen event/etc, then craft a slide within the group slidedeck. 

No group member can have the same song.  Also, group members cannot have the same piece of direct evidence. 

By the end of today's work period, together your group will design the title slide (slide 1) and summary slide (slide 2).  Your individual slide with the CER will be completed for homework due: Day 3. 

Any item within [brackets] needs to be replaced with your own work and the brackets are to be deleted. 

MLA:
-"Song titles are in quotes" 
-Book titles are italicized

For today's meeting and homework due Day 3, you will focus on crafting the *perfect* playlist for your Book Club book. One group member is to make a copy of the slidedeck, share with their group, and attach it to this assignment post. Each group member will select one song to represent their character/chosen event/etc, then craft a slide within the group slidedeck. 

No group member can have the same song.  Also, group members cannot have the same piece of direct evidence. 

By the end of today's work period, together your group will design the title slide (slide 1) and summary slide (slide 2).  Your individual slide with the CER will be completed for homework due: Day 3. 

Any item within [brackets] needs to be replaced with your own work and the brackets are to be deleted. 

MLA:
-"Song titles are in quotes" 
-Book titles are italicized

The following IXLs are due next Wednesday. You most likely started at least one in class today after finishing your quiz.
Grade 5: QQ 1: 2NZ “Identify Prepositions”
Grade 5 QQ 2: U6W “Identify Prepositions and their Objects”
Grade 5: QQ 3: UZH “Identify Prepositional Phrases”
--> The prepositions lesson from today can be found within slides 19-25 of the attached slide deck. 

Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

The following IXLs are due next Wednesday. You most likely started at least one in class today after finishing your quiz.
Grade 5: QQ 1: 2NZ “Identify Prepositions”
Grade 5 QQ 2: U6W “Identify Prepositions and their Objects”
Grade 5: QQ 3: UZH “Identify Prepositional Phrases”
--> The prepositions lesson from today can be found within slides 19-25 of the attached slide deck. 

Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

The following IXLs are due next Wednesday. You most likely started at least one in class today after finishing your quiz.
Grade 5: QQ 1: 2NZ “Identify Prepositions”
Grade 5 QQ 2: U6W “Identify Prepositions and their Objects”
Grade 5: QQ 3: UZH “Identify Prepositional Phrases”
--> The prepositions lesson from today can be found within slides 19-25 of the attached slide deck. 

Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

The following IXLs are due next Wednesday. You most likely started at least one in class today after finishing your quiz.
Grade 5: QQ 1: 2NZ “Identify Prepositions”
Grade 5 QQ 2: U6W “Identify Prepositions and their Objects”
Grade 5: QQ 3: UZH “Identify Prepositional Phrases”
--> The prepositions lesson from today can be found within slides 19-25 of the attached slide deck. 

Grading Scale and Reminders:
-The question requirement count has been removed. 
-Limit yourself to no more than 20 minutes on one IXL. 

SS 90 = 100
SS 80 = 90
SS 70 = 80
SS 60 = 70
SS 50 = 60

The following IXLs are designed to help you practice for the grammar test happening Day 3 of class. The test is similar to the style of your past two quizzes with the only change being that this test is cumulative - nouns, articles, adverbs, and adjectives - in addition to prepositions and prepositional phrases.  For this class period, you are to spend 10 minutes on each IXL. Ms. Lombardo will keep time to inform you of when to each 10-minute interval has been completed and it is time to move to the next practice lesson.  If you personally choose to spend more than 10 minutes on one IXL because you would benefit from having more practice with that particular skill, you are free to make that choice; do what works best for you. 

--> You do not need to *finish* these for homework or get to a particular SmartScore for any of these - use this period for practice and exposure to the skill in order to prepare for the test on Day 3. 
Grade 5: KK.2: Identify Common and Proper Nouns (TDB)
Grade 5: PP.1: Identify Adjectives (JKQ)
Grade 5: PP.3: Identify Adverbs (FKZ)
Grade 5: QQ.4: Prepositions: Review (K9N)

The following IXLs are designed to help you practice for the grammar test happening Day 3 of class. The test is similar to the style of your past two quizzes with the only change being that this test is cumulative - nouns, articles, adverbs, and adjectives - in addition to prepositions and prepositional phrases.  For this class period, you are to spend 10 minutes on each IXL. Ms. Lombardo will keep time to inform you of when to each 10-minute interval has been completed and it is time to move to the next practice lesson.  If you personally choose to spend more than 10 minutes on one IXL because you would benefit from having more practice with that particular skill, you are free to make that choice; do what works best for you. 

--> You do not need to *finish* these for homework or get to a particular SmartScore for any of these - use this period for practice and exposure to the skill in order to prepare for the test on Day 3. 
Grade 5: KK.2: Identify Common and Proper Nouns (TDB)
Grade 5: PP.1: Identify Adjectives (JKQ)
Grade 5: PP.3: Identify Adverbs (FKZ)
Grade 5: QQ.4: Prepositions: Review (K9N)

The following IXLs are designed to help you practice for the grammar test happening Day 3 of class. The test is similar to the style of your past two quizzes with the only change being that this test is cumulative - nouns, articles, adverbs, and adjectives - in addition to prepositions and prepositional phrases.  For this class period, you are to spend 10 minutes on each IXL. Ms. Lombardo will keep time to inform you of when to each 10-minute interval has been completed and it is time to move to the next practice lesson.  If you personally choose to spend more than 10 minutes on one IXL because you would benefit from having more practice with that particular skill, you are free to make that choice; do what works best for you. 

--> You do not need to *finish* these for homework or get to a particular SmartScore for any of these - use this period for practice and exposure to the skill in order to prepare for the test on Day 3. 
Grade 5: KK.2: Identify Common and Proper Nouns (TDB)
Grade 5: PP.1: Identify Adjectives (JKQ)
Grade 5: PP.3: Identify Adverbs (FKZ)
Grade 5: QQ.4: Prepositions: Review (K9N)

The following IXLs are designed to help you practice for the grammar test happening Day 3 of class. The test is similar to the style of your past two quizzes with the only change being that this test is cumulative - nouns, articles, adverbs, and adjectives - in addition to prepositions and prepositional phrases.  For this class period, you are to spend 10 minutes on each IXL. Ms. Lombardo will keep time to inform you of when to each 10-minute interval has been completed and it is time to move to the next practice lesson.  If you personally choose to spend more than 10 minutes on one IXL because you would benefit from having more practice with that particular skill, you are free to make that choice; do what works best for you. 

--> You do not need to *finish* these for homework or get to a particular SmartScore for any of these - use this period for practice and exposure to the skill in order to prepare for the test on Day 3. 
Grade 5: KK.2: Identify Common and Proper Nouns (TDB)
Grade 5: PP.1: Identify Adjectives (JKQ)
Grade 5: PP.3: Identify Adverbs (FKZ)
Grade 5: QQ.4: Prepositions: Review (K9N)

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today:
1) Signpost: Claim a signpost! - pick one you have not already chosen in the past two club meetings.  
2) Levels of Questioning: You will have 10 minutes to craft/design your three questions. Then, as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  
3) Seminar Chat: Required at least once during your mini seminar: in your answer response (C - Claim), use the physical text (E - Evidence) (open your book! reference your reading!), to support your argument (C), and to enhance your explanation (R - Reasoning).  
4) Levels of Questioning - Document Evidence: In the group document, note the evidence (E) you used - include your initials and page number that was referenced (ex: JG: p164). 
--> Each group member must have at least one E citation entry for the entirety of the group seminar conversation. 

Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document until all groups have finished with their mini seminar. 

Due: Day 1

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today:
1) Signpost: Claim a signpost! - pick one you have not already chosen in the past two club meetings.  
2) Levels of Questioning: You will have 10 minutes to craft/design your three questions. Then, as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  
3) Seminar Chat: Required at least once during your mini seminar: in your answer response (C - Claim), use the physical text (E - Evidence) (open your book! reference your reading!), to support your argument (C), and to enhance your explanation (R - Reasoning).  
4) Levels of Questioning - Document Evidence: In the group document, note the evidence (E) you used - include your initials and page number that was referenced (ex: JG: p164). 
--> Each group member must have at least one E citation entry for the entirety of the group seminar conversation. 

Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document until all groups have finished with their mini seminar. 

Due: Day 1

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today:
1) Signpost: Claim a signpost! - pick one you have not already chosen in the past two club meetings.  
2) Levels of Questioning: You will have 10 minutes to craft/design your three questions. Then, as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  
3) Seminar Chat: Required at least once during your mini seminar: in your answer response (C - Claim), use the physical text (E - Evidence) (open your book! reference your reading!), to support your argument (C), and to enhance your explanation (R - Reasoning).  
4) Levels of Questioning - Document Evidence: In the group document, note the evidence (E) you used - include your initials and page number that was referenced (ex: JG: p164). 
--> Each group member must have at least one E citation entry for the entirety of the group seminar conversation. 

Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document until all groups have finished with their mini seminar. 

Due: Day 1

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today:
1) Signpost: Claim a signpost! - pick one you have not already chosen in the past two club meetings.  
2) Levels of Questioning: You will have 10 minutes to craft/design your three questions. Then, as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  
3) Seminar Chat: Required at least once during your mini seminar: in your answer response (C - Claim), use the physical text (E - Evidence) (open your book! reference your reading!), to support your argument (C), and to enhance your explanation (R - Reasoning).  
4) Levels of Questioning - Document Evidence: In the group document, note the evidence (E) you used - include your initials and page number that was referenced (ex: JG: p164). 
--> Each group member must have at least one E citation entry for the entirety of the group seminar conversation. 

Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document until all groups have finished with their mini seminar. 

Due: Day 1

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today, you will have 10 minutes to craft/design your three questions, then as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document. 

Due: Day 3

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today, you will have 10 minutes to craft/design your three questions, then as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document. 

Due: Day 3

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today, you will have 10 minutes to craft/design your three questions, then as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document. 

Due: Day 3

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Today, you will have 10 minutes to craft/design your three questions, then as a group you will have your lit circle discussion - use the questions you craft to guide your discussion of your most recent reading.  Once each group member has been given the opportunity to share and discuss at least one of their level two or level 3 questions, the group can then move to complete the remainder of the document. 

Due: Day 3

These IXLs were started in class, unless you were still completing your iReady test. Please finish for homework.
M7T Grade 6: KK.1 Identify adjectives
TDX Grade 6: KK.3 Identify adverbs
8RQ Grade 8: LL.5 Is the word an adjective or adverb?
IXL Skills and Grading Overview:

25 questions or under to SS90 = 100%
35 questions or under to SS90 = 85%
>35 questions to SS90 = 75%

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Due: Day 1 next week

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Due: Day 1 next week

One group member is to 'make a copy' of the attached document, then share with all group members. That same group member will be the only group member to attach the document here on this GC post.  Make sure that the document gets attached, but not 'turned in' until the entire group is finished with the document, as once it gets turned in, the other group members lose editing access. 

Due: Day 1 next week

This is a reminder to check your Book Club group calendar to see what reading needs to be finished Day 3 of class (either 1/18 or 1/19). 

Make sure to stay on track with your reading calendar :)

This is a reminder to check your Book Club group calendar to see what reading needs to be finished Day 3 of class (either 1/18 or 1/19). 

Make sure to stay on track with your reading calendar :)

This is a reminder to check your Book Club group calendar to see what reading needs to be finished Day 3 of class (either 1/18 or 1/19). 

Make sure to stay on track with your reading calendar :)

This is a reminder to check your Book Club group calendar to see what reading needs to be finished Day 3 of class (either 1/18 or 1/19). 

Make sure to stay on track with your reading calendar :)

These IXLs were started in class, unless you were still completing your iReady test. Please finish for homework.
M7T Grade 6: KK.1 Identify adjectives
PM5 Grade 8: LL.1 Identify adjectives 
TDX Grade 6: KK.3 Identify adverbs
YSU Grade 8: LL.3 Identify adverbs
8RQ Grade 8: LL.5 Is the word an adjective or adverb?
IXL Skills and Grading Overview:

25 questions or under to SS90 = 100%
35 questions or under to SS90 = 85%
>35 questions to SS90 = 75%

These IXLs were started in class, unless you were still completing your iReady test. Please finish for homework.
M7T Grade 6: KK.1 Identify adjectives
PM5 Grade 8: LL.1 Identify adjectives 
TDX Grade 6: KK.3 Identify adverbs
YSU Grade 8: LL.3 Identify adverbs
8RQ Grade 8: LL.5 Is the word an adjective or adverb?
IXL Skills and Grading Overview:

25 questions or under to SS90 = 100%
35 questions or under to SS90 = 85%
>35 questions to SS90 = 75%

These IXLs were started in class, unless you were still completing your iReady test. Please finish for homework.
M7T Grade 6: KK.1 Identify adjectives
PM5 Grade 8: LL.1 Identify adjectives 
TDX Grade 6: KK.3 Identify adverbs
YSU Grade 8: LL.3 Identify adverbs
8RQ Grade 8: LL.5 Is the word an adjective or adverb?
IXL Skills and Grading Overview:

25 questions or under to SS90 = 100%
35 questions or under to SS90 = 85%
>35 questions to SS90 = 75%

This is a reminder to check your Book Club group calendar to see what reading needs to be finished by Tuesday (Day 1 of class). 

Make sure to stay on track with your reading calendar :)

This is a reminder to check your Book Club group calendar to see what reading needs to be finished by Tuesday (Day 1 of class). 

Make sure to stay on track with your reading calendar :)

This is a reminder to check your Book Club group calendar to see what reading needs to be finished by Tuesday (Day 1 of class). 

Make sure to stay on track with your reading calendar :)

This is a reminder to check your Book Club group calendar to see what reading needs to be finished by Tuesday (Day 1 of class). 

Make sure to stay on track with your reading calendar :)

Please finish the following IXL tasks for homework (Note: you were given time in class to start these, so you should have about two or so left to finish for homework):

Required Skills
Grade 4: KK.1 Which word is a noun?
Grade 4: KK.2 Identify nouns
Grade 5: KK.1 Identify nouns – with abstract nouns
Grade 6: EE.1 Identify common and proper nouns
General Scoring:
25 questions or under to SS90 = 100
35 questions or under to SS90 = 85
>35 questions to SS90 = 75

Please finish the following IXL tasks for homework (Note: you were given time in class to start these, so you should have about two or so left to finish for homework):

Required Skills
Grade 4: KK.1 Which word is a noun?
Grade 4: KK.2 Identify nouns
Grade 5: KK.1 Identify nouns – with abstract nouns
Grade 6: EE.1 Identify common and proper nouns
General Scoring:
25 questions or under to SS90 = 100
35 questions or under to SS90 = 85
>35 questions to SS90 = 75

Please finish the following IXL tasks for homework (Note: you were given time in class to start these, so you should have about two or so left to finish for homework):

Required Skills
Grade 4: KK.1 Which word is a noun?
Grade 4: KK.2 Identify nouns
Grade 5: KK.1 Identify nouns – with abstract nouns
Grade 6: EE.1 Identify common and proper nouns
General Scoring:
25 questions or under to SS90 = 100
35 questions or under to SS90 = 85
>35 questions to SS90 = 75

Please finish the following IXL tasks for homework (Note: you were given time in class to start these, so you should have about two or so left to finish for homework):

Required Skills
Grade 4: KK.1 Which word is a noun?
Grade 4: KK.2 Identify nouns
Grade 5: KK.1 Identify nouns – with abstract nouns
Grade 6: EE.1 Identify common and proper nouns
General Scoring:
25 questions or under to SS90 = 100
35 questions or under to SS90 = 85
>35 questions to SS90 = 75

This is a friendly reminder to bring in a new book for your 'Q3 Independent Reading Book' starting Day 3 (Thursday or Friday) of class; remember to bring it to every block class period. Make sure this is a different book than the book you read for your 'Q2 Book Review' and that it is a grade-appropriate book.

This is a friendly reminder to bring in a new book for your 'Q3 Independent Reading Book' starting Day 3 (Thursday or Friday) of class; remember to bring it to every block class period. Make sure this is a different book than the book you read for your 'Q2 Book Review' and that it is a grade-appropriate book.

Make sure to have your laptop charged and a pair of headphones on Day 3 of class (Th/F).

Make sure to have your laptop charged and a pair of headphones on Day 3 of class (Th/F).

Make sure to have your laptop charged and a pair of headphones on Day 3 of class (Th/F).

Make sure to have your laptop charged and a pair of headphones on Day 3 of class (Th/F).

Playlist Curation: Q2 Indie Book (Book Review for Q2)
You will create a song playlist that is representative of your chosen Q2 IR book. 
Pick five song selections - the best 5 that connect to character(s) or a scene(s) or event(s) from your book. You may not select songs from the attached assignment examples, and, if your book is also a movie, no soundtrack songs may be part of your curated list because a film professional has already selected the songs to match the story. Up to 2 songs may be without lyrics, as long as the analysis focuses on the tone, emotion, mood, etc. conveyed via instrumentation and composition.
Songs may not have excessive profanity and may not have violence, discrimination, or abuse.
In addition to the book summary slide, you will write 5 paragraphs total - for each one of the 5 songs you will write a paragraph justifying why you selected that particular song. 
Each paragraph will be a CER: Claim, Evidence, Reasoning. You will make a claim (create an argument about how the song selection connects to that character/moment/event/etc. in the book), provide evidence, and explain your reasoning. Each CER should be a minimum of 5 meaningfully constructed sentences. Your E (evidence) can come in the form of a direct quote. At least 3 of the quotes need to be from your novel (2 can be quotes from your song selection. No profanity may be quoted.
For example, one of your paragraphs may look something like this: "The main character in my book would listen to "We Are Never Ever Getting Back Together" by the artist, Taylor Swift, because the song is moody and sad and connects to the same feelings Sammy felt in the novel. In the song, it is clear that Taylor is a mixture of upset, angry, sad, and frustrated - the same feelings Sammy feels when they break up with Erik. In the middle of the book the reader can see the downfall and finality of the relationship when Sammy texts Erik one last time, "That is the last time I trust you. Never again" (Steinsen 152).  Both Sammy and Taylor make a commitment that they will never allow themselves to be broken again by the person they once loved." 
You will complete this assignment as a Google Slides slideshow, not a Google Doc. You will need to open a new Google Slides slideshow and attach it here to this assignment post. The first slide of your slideshow will be a title slide showcasing the book you read and your name. On each of the five additional slides, you will put the song title and artist as the title of each slide, and then write your paragraph in the main text box. Feel free to add visuals to all or some of the slides. Be as creative as you wish. You will be graded on the 5 CERs, specifically how you support the claim you design about your character and the song chosen.
E (Evidence): At least 3 of your 5 citations must be taken directly from your book. (Meaning: 2 of the 5 can be quotes from the song itself)
Examples are attached for your reference.
Slidedeck Slides:
Slide 1: Title Slide - including your name and the name (title and author) of the book you will be reviewing. 
Slide 2: Summary/Plot Overview Slide - Give a novel summary of 5 or more sentences summary that includes rising action, climax, falling action, and resolution. Summarize the book in your own words. 
Slide 3: Song 1 - CER
Slide 4: Song 2 - CER
Slide 5: Song 3 - CER
Slide 6: Song 4 - CER
Slide 7: Song 5 - CER
Structure Options: 
Focus on Multiple Characters: 1 song per character
Focus on Five Different Key Scenes/Moments in the Book: 1 song per scene
Focus on a Mixture - Songs for individual characters and specific scenes.

If you want all the book choices, you need to have your adult check both boxes and sign the form. Students who do not turn in the form completed this way by Monday (12/18) and Tuesday (12/19) will only be allowed to choose from a short list of books approved for all students that do not require family permission. Don't limit your choices: Complete the form and return it.

If you want all the book choices, you need to have your adult check both boxes and sign the form. Students who do not turn in the form completed this way by Monday (12/18) and Tuesday (12/19) will only be allowed to choose from a short list of books approved for all students that do not require family permission. Don't limit your choices: Complete the form and return it.

If you want all the book choices, you need to have your adult check both boxes and sign the form. Students who do not turn in the form completed this way by Monday (12/18) and Tuesday (12/19) will only be allowed to choose from a short list of books approved for all students that do not require family permission. Don't limit your choices: Complete the form and return it. A copy is attached.

Playlist Curation: Q2 Indie Book (Book Review for Q2)
You will create a song playlist that is representative of your chosen Q2 IR book. 
Pick five song selections - the best 5 that connect to character(s) or a scene(s) or event(s) from your book. You may not select songs from the attached assignment examples, and, if your book is also a movie, no soundtrack songs may be part of your curated list because a film professional has already selected the songs to match the story. Up to 2 songs may be without lyrics, as long as the analysis focuses on the tone, emotion, mood, etc. conveyed via instrumentation and composition.
Songs may not have excessive profanity and may not have violence, discrimination, or abuse.
In addition to the book summary slide, you will write 5 paragraphs total - for each one of the 5 songs you will write a paragraph justifying why you selected that particular song. 
Each paragraph will be a CER: Claim, Evidence, Reasoning. You will make a claim (create an argument about how the song selection connects to that character/moment/event/etc. in the book), provide evidence, and explain your reasoning. Each CER should be a minimum of 5 meaningfully constructed sentences. Your E (evidence) can come in the form of a direct quote. At least 3 of the quotes need to be from your novel (2 can be quotes from your song selection. No profanity may be quoted.
For example, one of your paragraphs may look something like this: "The main character in my book would listen to "We Are Never Ever Getting Back Together" by the artist, Taylor Swift, because the song is moody and sad and connects to the same feelings Sammy felt in the novel. In the song, it is clear that Taylor is a mixture of upset, angry, sad, and frustrated - the same feelings Sammy feels when they break up with Erik. In the middle of the book the reader can see the downfall and finality of the relationship when Sammy texts Erik one last time, "That is the last time I trust you. Never again" (Steinsen 152).  Both Sammy and Taylor make a commitment that they will never allow themselves to be broken again by the person they once loved." 
You will complete this assignment as a Google Slides slideshow, not a Google Doc. You will need to open a new Google Slides slideshow and attach it here to this assignment post. The first slide of your slideshow will be a title slide showcasing the book you read and your name. On each of the five additional slides, you will put the song title and artist as the title of each slide, and then write your paragraph in the main text box. Feel free to add visuals to all or some of the slides. Be as creative as you wish. You will be graded on the 5 CERs, specifically how you support the claim you design about your character and the song chosen.
E (Evidence): At least 3 of your 5 citations must be taken directly from your book. (Meaning: 2 of the 5 can be quotes from the song itself)
Examples are attached for your reference.
Slidedeck Slides:
Slide 1: Title Slide - including your name and the name (title and author) of the book you will be reviewing. 
Slide 2: Summary/Plot Overview Slide - Give a novel summary of 5 or more sentences summary that includes rising action, climax, falling action, and resolution. Summarize the book in your own words. 
Slide 3: Song 1 - CER
Slide 4: Song 2 - CER
Slide 5: Song 3 - CER
Slide 6: Song 4 - CER
Slide 7: Song 5 - CER
Structure Options: 
Focus on Multiple Characters: 1 song per character
Focus on Five Different Key Scenes/Moments in the Book: 1 song per scene
Focus on a Mixture - Songs for individual characters and specific scenes.

Playlist Curation: Q2 Indie Book (Book Review for Q2)
You will create a song playlist that is representative of your chosen Q2 IR book. 
Pick five song selections - the best 5 that connect to character(s) or a scene(s) or event(s) from your book. You may not select songs from the attached assignment examples, and, if your book is also a movie, no soundtrack songs may be part of your curated list because a film professional has already selected the songs to match the story. Up to 2 songs may be without lyrics, as long as the analysis focuses on the tone, emotion, mood, etc. conveyed via instrumentation and composition.
Songs may not have excessive profanity and may not have violence, discrimination, or abuse.
In addition to the book summary slide, you will write 5 paragraphs total - for each one of the 5 songs you will write a paragraph justifying why you selected that particular song. 
Each paragraph will be a CER: Claim, Evidence, Reasoning. You will make a claim (create an argument about how the song selection connects to that character/moment/event/etc. in the book), provide evidence, and explain your reasoning. Each CER should be a minimum of 5 meaningfully constructed sentences. Your E (evidence) can come in the form of a direct quote. At least 3 of the quotes need to be from your novel (2 can be quotes from your song selection. No profanity may be quoted.
For example, one of your paragraphs may look something like this: "The main character in my book would listen to "We Are Never Ever Getting Back Together" by the artist, Taylor Swift, because the song is moody and sad and connects to the same feelings Sammy felt in the novel. In the song, it is clear that Taylor is a mixture of upset, angry, sad, and frustrated - the same feelings Sammy feels when they break up with Erik. In the middle of the book the reader can see the downfall and finality of the relationship when Sammy texts Erik one last time, "That is the last time I trust you. Never again" (Steinsen 152).  Both Sammy and Taylor make a commitment that they will never allow themselves to be broken again by the person they once loved." 
You will complete this assignment as a Google Slides slideshow, not a Google Doc. You will need to open a new Google Slides slideshow and attach it here to this assignment post. The first slide of your slideshow will be a title slide showcasing the book you read and your name. On each of the five additional slides, you will put the song title and artist as the title of each slide, and then write your paragraph in the main text box. Feel free to add visuals to all or some of the slides. Be as creative as you wish. You will be graded on the 5 CERs, specifically how you support the claim you design about your character and the song chosen.
E (Evidence): At least 3 of your 5 citations must be taken directly from your book. (Meaning: 2 of the 5 can be quotes from the song itself)
Examples are attached for your reference.
Slidedeck Slides:
Slide 1: Title Slide - including your name and the name (title and author) of the book you will be reviewing. 
Slide 2: Summary/Plot Overview Slide - Give a novel summary of 5 or more sentences summary that includes rising action, climax, falling action, and resolution. Summarize the book in your own words. 
Slide 3: Song 1 - CER
Slide 4: Song 2 - CER
Slide 5: Song 3 - CER
Slide 6: Song 4 - CER
Slide 7: Song 5 - CER
Structure Options: 
Focus on Multiple Characters: 1 song per character
Focus on Five Different Key Scenes/Moments in the Book: 1 song per scene
Focus on a Mixture - Songs for individual characters and specific scenes.

To practice formal public speaking skills, complete the slide deck, ensuring you listen to the included short videos.

To practice formal public speaking skills, complete the slide deck, ensuring you listen to the included short videos.

To practice formal public speaking skills, complete the slide deck, ensuring you listen to the included short videos.

After teacher instruction, complete the opening and closing statements graphic organizers.

After teacher instruction, complete the opening and closing statements graphic organizers.

After teacher instruction, complete the opening and closing statements graphic organizers.

After teacher instruction, complete either the attorney or witness cross-examination graphic organizer based on your assigned role of attorney or witness on your legal team. Ensure your witness profile presentation is complete prior to completing the cross-examination graphic organizer.

After teacher instruction, work in pairs (witness and lawyer) within your legal team to complete the direct examination graphic organizer.

After teacher instruction, work in pairs (witness and lawyer) within your legal team to complete the direct examination graphic organizer.

After teacher instruction, work in pairs (witness and lawyer) within your legal team to complete the direct examination graphic organizer.

After teacher instruction, work in pairs (witness and lawyer) within your legal team to complete the direct examination graphic organizer.

After teacher instruction, students assigned as witnesses will complete this for their witness assignment, and those assigned as lawyers will complete this for a specific opposing witness. Teams of five will collaborate to complete a presentation for the sixth opposing witness.

After teacher instruction, students assigned as witnesses will complete this for their witness assignment, and those assigned as lawyers will complete this for a specific opposing witness. Teams of five will collaborate to complete a presentation for the sixth opposing witness.

Complete this in class with your assigned mock trial group after teacher instruction.

Complete this in class with your assigned mock trial group after teacher instruction.

As part of the Mock Trial unit, you will learn words associated with the legal system. After class instruction on Wednesday, 11/15, you will complete the slides, making sure to click 'turn in' by the due date (day 3).

As part of the Mock Trial unit, you will learn words associated with the legal system. After class instruction on Wednesday, 11/15, you will complete the slides, making sure to click 'turn in' by the due date (day 3).

The completed and signed (by both student and parent/guardian) Mock Trial Attendance Agreement is due to Mr. Jacobson by Thursday, 11/16 or Friday, 11/17. If you were not in English class on 11/8 or 11/9 to receive a printed form or if you misplaced it, look up your assigned Mock Trial date and then print and complete the attached form, making sure to enter your assigned date at the top of the form. Thank you for your cooperation.

The completed and signed (by both student and parent/guardian) Mock Trial Attendance Agreement is due to Mr. Jacobson by Thursday, 11/16 or Friday, 11/17. If you were not in English class on 11/8 or 11/9 to receive a printed form or if you misplaced it, look up your assigned Mock Trial date and then print and complete the attached form, making sure to enter your assigned date at the top of the form. Thank you for your cooperation.

The completed and signed (by both student and parent/guardian) Mock Trial Attendance Agreement is due to Mr. Jacobson by Thursday, 11/16 or Friday, 11/17. If you were not in English class on 11/8 or 11/9 to receive a printed form or if you misplaced it, look up your assigned Mock Trial date and then print and complete the attached form, making sure to enter your assigned date at the top of the form. Thank you for your cooperation.

The completed and signed (by both student and parent/guardian) Mock Trial Attendance Agreement is due to Mr. Jacobson by Thursday, 11/16 or Friday, 11/17. If you were not in English class on 11/8 or 11/9 to receive a printed form or if you misplaced it, look up your assigned Mock Trial date and then print and complete the attached form, making sure to enter your assigned date at the top of the form. Thank you for your cooperation.

Do NOT start this until the teacher has verified that everyone in your group has completed the paraphrasing document. Only complete Trial A or Trial B within this document after instructions from the teacher.

Do NOT start this until the teacher has verified that everyone in your group has completed the paraphrasing document. Only complete Trial A or Trial B within this document after instructions from the teacher.

This is to be completed in class with your mock trial group after instructions from the teacher. Students need to know if they are assigned to Trial A or Trial B and if they are on the defendant or plaintiff team.

This is to be completed in class with your mock trial group after instructions from the teacher. Students need to know if they are assigned to Trial A or Trial B and if they are on the defendant or plaintiff team.

This Final On-Demand Writing Assessment (product grade) will be completed on Day 2 (Thu, 11/2 or Fri, 11/3). 

If you are absent, do NOT complete this at home; you will need to work on it during Flex with Mr. Jacobson. Upon your return to campus, set up a time to complete this during two consecutive Flex periods.

In class, read and listen to “Dracula: Excerpt from the Diaries of John Harker” and respond to 4 reading questions in class using the attached document.

Attached is a PDF of "The Hitchhiker" by Lucille Fletcher and its graphic organizer, which is to be started in class and finished for homework at the start of Day 2 class (11/2 & 11/3). On Day 1 (10/30 & 10/31), we will listen to "The Hitchhiker" in class with a printed copy of the story to read along and make notes.

Attached is one document with the Reading Response for "The Story on an Hour" by Kate Chopin and the Graphic Organizer for "The Red Fox Fur Coat" by Teolinda Gersão. These will be started in class and finished for homework: Due Day 1 (10/30 & 10/31). 
For absent students: Read the attached PDF copies of the stories (audio is linked at the top of each document), then complete both the Response and Organizer.

Attached is one document with the Reading Response for "The Story on an Hour" by Kate Chopin and the Graphic Organizer for "The Red Fox Fur Coat" by Teolinda Gersão. These will be started in class and finished for homework: Due Day 1 (10/30 & 10/31). 
For absent students: Read the attached PDF copies of the stories (audio is linked at the top of each document), then complete both the Response and Organizer.

Attached is one document with the Reading Response for "The Story on an Hour" by Kate Chopin and the Graphic Organizer for "The Red Fox Fur Coat" by Teolinda Gersão. These will be started in class and finished for homework: Due Day 1 (10/30 & 10/31). 
For absent students: Read the attached PDF copies of the stories (audio is linked at the top of each document), then complete both the Response and Organizer.

Use this graphic organizer to track the unsettling details you identify in Roald Dahl's "The Landlady." In addition to the hard copy of the story received in class, the story is linked in this assignment and it includes a link to an audio version below the title.

Use this graphic organizer to track the unsettling details you identify in Roald Dahl's "The Landlady." In addition to the hard copy of the story received in class, the story is linked in this assignment and it includes a link to an audio version below the title.

Use this graphic organizer to track the unsettling details you identify in Roald Dahl's "The Landlady." In addition to the hard copy of the story received in class, the story is linked in this assignment and it includes a link to an audio version below the title.

In the included document, you'll write during class a short story whose mood could be described as unsettling. Detailed instructions are in the document.

In the included document, you'll write during class a short story whose mood could be described as unsettling. Detailed instructions are in the document.

Prepare for your Socratic Seminar on Day 3 of class. Completed organizer is due at the conclusion of your Socratic on Day 3. 

Complete the graphic organizer you received in class. If you choose to complete it electronically:
1) You are committing to printing it outside of and before class
2) Make sure you make 'a copy' of the correct Group you are assigned to! Double check the group doc to see which group you are in! 

This is a ‘product’ grade and you should use your feedback/grade from SS1 to prep for this final SS. 
Even though you are only required to prep for 5 of the 10 questions, you are expected to contribute to conversations about questions you have not yet prepared.
No laptops will be open during the SS.

Prepare for your Socratic Seminar on Day 3 of class. Completed organizer is due at the conclusion of your Socratic on Day 3. 

Complete the graphic organizer you received in class. If you choose to complete it electronically:
1) You are committing to printing it outside of and before class
2) Make sure you make 'a copy' of the correct Group you are assigned to! Double check the group doc to see which group you are in! 

This is a ‘product’ grade and you should use your feedback/grade from SS1 to prep for this final SS. 
Even though you are only required to prep for 5 of the 10 questions, you are expected to contribute to conversations about questions you have not yet prepared.
No laptops will be open during the SS.

Prepare for your Socratic Seminar on Day 3 of class. Completed organizer is due at the conclusion of your Socratic on Day 3. 

Complete the graphic organizer you received in class. If you choose to complete it electronically:
1) You are committing to printing it outside of and before class
2) Make sure you make 'a copy' of the correct Group you are assigned to! Double check the group doc to see which group you are in! 

This is a ‘product’ grade and you should use your feedback/grade from SS1 to prep for this final SS. 
Even though you are only required to prep for 5 of the 10 questions, you are expected to contribute to conversations about questions you have not yet prepared.
No laptops will be open during the SS.
Also, attached are an SS Talk Moves Sheet and a bullet list reminder for the ideal SS student behaviors. Thanks, Mr. O'Bannon :)

This is your Q1 Book Review. Make sure to read, review, and follow all directions in your writing reflection.  This is due Wednesday, October 18 - please plan accordingly. (Note: This will be a product grade on PowerSchool. Although it is due at the end of Q1, it will be entered into the gradebook for Q2.)

Reminders:
-Complete your review on the document attached to this assignment post. 
-For every item in [brackets], replace with your own information/writing. DELETE the brackets - these are just placeholders to help you with the formatting of the document.


-Italicize book titles (MLA format). 
-Use 3rd person POV for paragraphs 1-4. 
-Use 1st person POV for paragraph 5. 
-Each paragraph is to be six or more sentences.

You will compose your On-Demand on the attached document.  

Make sure to compare your finished draft to the attached Checklist, prior to submitting. On the Checklist, you will find links to the CER Slidedeck.

Proofread and make sure you have all of the required items necessary in order to ensure your writing is as strong as possible. Make sure to run your writing through Grammarly.

You will compose your On-Demand on the attached document.  

Make sure to compare your finished draft to the attached Checklist, prior to submitting. On the Checklist, you will find links to the CER Slidedeck.

Proofread and make sure you have all of the required items necessary in order to ensure your writing is as strong as possible. Make sure to run your writing through Grammarly.

You will compose your On-Demand on the attached document.  

Make sure to compare your finished draft to the attached Checklist, prior to submitting. On the Checklist, you will find links to the CER Slidedeck.

Proofread and make sure you have all of the required items necessary in order to ensure your writing is as strong as possible. Make sure to run your writing through Grammarly.

Finish the Lesson 13 CER (Tab 5) worked on in class on Day 3, 10/12 & 13, following all CER guidelines from the slides and checklist. One text quote for evidence is required.

Finish the 1.13 CER (Tab 5) started in class. The evidence must start with at least one text quote from anywhere in the book, and a counter argument is optional for this assignment.

Finish the Lesson 13 CER (Tab 5) worked on in class on Day 3, 10/12 & 13, following all CER guidelines from the slides and checklist. One text quote for evidence is required.

Finish the 1.13 CER (Tab 5) started in class. The evidence must start with at least one text quote from anywhere in the book, and a counter argument is optional for this assignment.

Finish the Lesson 13 CER (Tab 5) worked on in class on Day 3, 10/12 & 13, following all CER guidelines from the slides and checklist. One text quote for evidence is required.

Finish the 1.13 CER (Tab 5) started in class. The evidence must start with at least one text quote from anywhere in the book, and a counter argument is optional for this assignment.

Finish the Lesson 13 CER (Tab 5) worked on in class on Day 3, 10/12 & 13, following all CER guidelines from the slides and checklist. One text quote for evidence is required.

Finish the 1.13 CER (Tab 5) started in class. The evidence must start with at least one text quote from anywhere in the book, and a counter argument is optional for this assignment.

In Class: Amplify 1.12: “A Tale of Two Wretches” Tab 2, 3, 4, 5 & 6 (CERER Writing)
Tab 6: Since the prompt is requesting two separate pieces of evidence, the structure will be a CERER (Claim -> Evidence 1 -> Reasoning 1 -> Evidence 2 -> Reasoning 2). You may use evidence from a graphic in the text as one of the two pieces of evidence; the second one must be a quote.

HW: Finish 12.1 CERER (Tab 6) + Complete 12.8 Solo (Tab 8)

In Class: Amplify 1.12: “A Tale of Two Wretches” Tab 2, 3, 4, 5 & 6 (CERER Writing)
Tab 6: Since the prompt is requesting two separate pieces of evidence, the structure will be a CERER (Claim -> Evidence 1 -> Reasoning 1 -> Evidence 2 -> Reasoning 2). You may use evidence from a graphic in the text as one of the two pieces of evidence; the second one must be a quote.

HW: Finish 12.1 CERER (Tab 6) + Complete 12.8 Solo (Tab 8)

For the writing the CERER, remember that it must have two pieces of evidence, one of which can be an image plus it must have one piece of evidence from Chapter 7. I've waived the requirement of a counter argument this time, though you are still welcome to do one.

For the Solo, pay attention to questions asking to chose ALL that apply so that you can answer completely.

For the writing the CERER, remember that it must have two pieces of evidence, one of which can be an image plus it must have one piece of evidence from Chapter 7. I've waived the requirement of a counter argument this time, though you are still welcome to do one.

For the Solo, pay attention to questions asking to chose ALL that apply so that you can answer completely.

For the writing the CERER, remember that it must have two pieces of evidence, one of which can be an image plus it must have one piece of evidence from Chapter 7. I've waived the requirement of a counter argument this time, though you are still welcome to do one.

For the Solo, pay attention to questions asking to chose ALL that apply so that you can answer completely.

For the writing the CERER, remember that it must have two pieces of evidence, one of which can be an image plus it must have one piece of evidence from Chapter 7. I've waived the requirement of a counter argument this time, though you are still welcome to do one.

For the Solo, pay attention to questions asking to chose ALL that apply so that you can answer completely.

In Class: Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 10: ”A Broken Promise” > Writing (Tabs 5)
→ CER format (Claim->Evidence->Reasoning), refer to the CER checklist and slides.
Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 11: ”More Murderous Machinations” > Tabs 2, 3, 4, 5 (Parts 1&2), 6

HW: Finish 1.10 Writing (Tab 5) & 1.11 Solo (Tab 7)

In Class: Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 10: ”A Broken Promise” > Writing (Tabs 5)
→ CER format (Claim->Evidence->Reasoning), refer to the CER checklist and slides.
HW: Finish 10.1 Writing (Tab 5) if not completed in class & 10.1 Solo (Tab 7)

In Class: Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 10: ”A Broken Promise” > Writing (Tabs 5)
→ CER format (Claim->Evidence->Reasoning), refer to the CER checklist and slides.
HW: Finish 10.1 Writing (Tab 5) if not completed in class & 10.1 Solo (Tab 7)

HW: Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 10: ”A Broken Promise” > Solo (Tab 7)

In Class (IC):
1) Independent Reading
2) Socratic Seminar Reflection, receive graded feedback from Ms. Sharkey. 
3) Glue/Tape into your composition book:
→Observation SS checklist from peer
→Feedback grade 
Follow project slide 3 for gluing in your SS grade
HW: None - We'll work on Lesson 10 during Day 2 of class this week.

In Class (IC):
1) Independent Reading
2) Socratic Seminar Reflection, receive graded feedback from Ms. Sharkey. 
3) Glue/Tape into your composition book:
→Observation SS checklist from peer
→Feedback grade 
Follow project slide 3 for gluing in your SS grade
HW: None - We'll work on Lesson 10 during Day 2 of class this week.

In Class (IC):
1) Independent Reading
2) Socratic Seminar Reflection, receive graded feedback from Ms. Sharkey. 
3) Glue/Tape into your composition book:
→Observation SS checklist from peer
→Feedback grade 
Follow project slide 3 for gluing in your SS grade
HW: None - We'll work on Lesson 10 during Day 2 of class this week.

In Class (IC):
1) Independent Reading
2) Socratic Seminar Reflection, receive graded feedback from Ms. Sharkey. 
3) Glue/Tape into your composition book:
→Observation SS checklist from peer
→Feedback grade 
Follow project slide 3 for gluing in your SS grade
HW: None - We'll work on Lesson 10 during Day 2 of class this week.

This assignment post is to remind you that your completed Socratic Seminar document is due at the start of class on Day 3. 


The electronic copy of the Socratic Seminar questions is attached to this post for students who decide to complete the questions electronically. If you do this, you are committing to PRINT OUT a hard copy of your responses. If you are choosing to complete the document by hand, there is no need to 'make a copy' of the document and to complete it electronically - pick one or the other.

This assignment post is to remind you that your completed Socratic Seminar document is due at the start of class on Day 3. 


The electronic copy of the Socratic Seminar questions is attached to this post for students who decide to complete the questions electronically. If you do this, you are committing to PRINT OUT a hard copy of your responses. If you are choosing to complete the document by hand, there is no need to 'make a copy' of the document and to complete it electronically - pick one or the other.

Homework:
-Your homework has two parts:

1) CER (Tab 7 of Lesson 7)
-Complete this writing task in CER format.  
-If you choose to include two pieces of evidence, make sure to use appropriate corresponding reasoning after each piece of evidence. 
-Reference the CER Rubric, Writing Assistance Slides, and CER checklist documents attached to this assignment post. 

2) Solo (Tab 9 of Lesson 7)
-Complete the Solo for this lesson. 
-Remember: there are no graphics or visuals with this reading, as it is from the 1818 Shelley text.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 6 > Solo (Tab 9)

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 3 > Solo

Finish lesson 1.3 solo (tab 9)

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 5 > Tab 8 - Write: CER (HW)

Finish Writing Task: 1.5 CER (Tab 8) (Claim (1) -> Evidence (1) -> Reasoning (3+))

-Remember: In class, we updated the question to read: "What is Victor's attitude towards the creature?" (Make sure you respond to this question, not the original one provided to you in Tab 8. 

-Make sure to use the attached document titled, "Writing Assistance for Amplify: Lesson 5" to help you craft your CER.  On this document, you will find VERY HELPFUL sentence starters to assist you in constructing a fortified (strong) CER (located on Tab 8 of Lesson 3).

-Your CER should be written as a comprehensive paragraph (do not label "C", "E", "R" - write everything together as one fortified paragraph without any labeling).

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 2 > Solo (Tab 8)

Finish your 1.2 Solo (on Tab 8) for homework due day 1 next week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 2 > Solo (Tab 8)

Finish your 1.2 Solo (on Tab 8) for homework due day 1 next week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 2 > Solo (Tab 8)

Finish your 1.2 Solo (on Tab 8) for homework due day 1 next week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 2 > Solo (Tab 8)

Finish your 1.2 Solo (on Tab 8) for homework due day 1 next week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 1 > Solo (Tab 8)


Finish your 1.1 Solo (on Tab 8) for homework due on day 3 this week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 1 > Solo (Tab 8)


Finish your 1.1 Solo (on Tab 8) for homework due on day 3 this week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 1 > Solo (Tab 8)


Finish your 1.1 Solo (on Tab 8) for homework due on day 3 this week.

Clever > Amplify > 8D: Science & Science Fiction > Sub-unit 1 > Lesson 1 > Solo (Tab 8)


Finish your 1.1 Solo (on Tab 8) for homework due on day 3 this week.