1) 28% of the English class scored 80% or above on the most recent quiz. Several students are named who achieved this.
2) The document provides instructions on how to respond to short answer questions from the book "WDC" and discusses two encounters involving an LR9.
3) Vocabulary words from "WDC" are defined, and students are asked to demonstrate their understanding of these words by using them in original sentences on their own.
The document provides instructions and guidelines for an 8th grade English class. It discusses doing a vocabulary quiz, implementing strikes for disrespectful behavior, respect guidelines for scholarly behavior, earning tickets for good behavior to redeem for prizes, correcting homework, and an upcoming essay assignment on the WDC.
This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
This document provides guidance and instructions for students on their classwork. It outlines expectations for an in-class quiz, details requirements for a Toulmin essay assignment including the different parts and their length, and establishes new guidelines and deadlines for submitting assignments. It also recognizes student achievements and makes announcements about available grade data.
This document provides instructions and information for an English class. It includes directions to complete an assignment in a workbook, review answers together, and work on developing a claim, clarification, and hook for a Toulmin essay. It also discusses preparing for a Socratic seminar by taking Cornell notes, learning five vocabulary words to be tested on, using the words in sentences with a partner, and materials to bring for the next class.
This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
1) Students are instructed to complete assignments in their DLR notebooks for Thursday and Friday and to remain silent while working.
2) Students are told to swap papers with a neighbor for grading and to include their name and the name of the grader on the paper.
3) The homework assigned is to finish reading chapters in the book "WDC" and complete vocabulary and grammar assignments due the next day.
This document provides an overview of an English class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart". It includes directions for students to complete assignments, take Cornell notes on literary elements like imagery and figurative language used in the story, define terms, and do a vocabulary activity with words from the story. Students are also assigned a 200-word creative writing where they vent their feelings towards someone using at least 5 literary elements and are reminded of classroom behavior guidelines.
1) 28% of the English class scored 80% or above on the most recent quiz. Several students are named who achieved this.
2) The document provides instructions on how to respond to short answer questions from the book "WDC" and discusses two encounters involving an LR9.
3) Vocabulary words from "WDC" are defined, and students are asked to demonstrate their understanding of these words by using them in original sentences on their own.
The document provides instructions and guidelines for an 8th grade English class. It discusses doing a vocabulary quiz, implementing strikes for disrespectful behavior, respect guidelines for scholarly behavior, earning tickets for good behavior to redeem for prizes, correcting homework, and an upcoming essay assignment on the WDC.
This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
This document provides guidance and instructions for students on their classwork. It outlines expectations for an in-class quiz, details requirements for a Toulmin essay assignment including the different parts and their length, and establishes new guidelines and deadlines for submitting assignments. It also recognizes student achievements and makes announcements about available grade data.
This document provides instructions and information for an English class. It includes directions to complete an assignment in a workbook, review answers together, and work on developing a claim, clarification, and hook for a Toulmin essay. It also discusses preparing for a Socratic seminar by taking Cornell notes, learning five vocabulary words to be tested on, using the words in sentences with a partner, and materials to bring for the next class.
This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
1) Students are instructed to complete assignments in their DLR notebooks for Thursday and Friday and to remain silent while working.
2) Students are told to swap papers with a neighbor for grading and to include their name and the name of the grader on the paper.
3) The homework assigned is to finish reading chapters in the book "WDC" and complete vocabulary and grammar assignments due the next day.
This document provides an overview of an English class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart". It includes directions for students to complete assignments, take Cornell notes on literary elements like imagery and figurative language used in the story, define terms, and do a vocabulary activity with words from the story. Students are also assigned a 200-word creative writing where they vent their feelings towards someone using at least 5 literary elements and are reminded of classroom behavior guidelines.
This document summarizes an 8th grade English class where students discussed the historical context of segregation leading up to the Plessy v. Ferguson Supreme Court case. Key points discussed include the 13th, 14th, and 15th amendments granting rights to freed slaves after the Civil War, but unintended consequences allowing continued discrimination through policies like Black Codes and the Court ruling segregation legal in Plessy v. Ferguson. Students analyzed quotes from Warriors Don't Cry and were assigned reading on these topics and completing grammar assignments to prepare for an upcoming quiz.
1) The document provides instructions and assignments for an English class, including completing homework, practicing vocabulary words, building arguments, and discussing a reading.
2) Students are asked to complete a daily language review, grammar usage and mechanics exercises, and continue reading assigned chapters.
3) Vocabulary and building an argument are practiced in class, and a quiz on 5 vocabulary words will be given the next day.
1) Students are instructed to complete assignments in their DLR workbook and prepare their Cornell notes, vocabulary flashcards, and notes on WDC for class.
2) The class will discuss how to analyze texts by making predictions, visualizing, asking questions, summarizing, clarifying, and making connections. They will also define the term "warrant" and its use in essay writing.
3) Working in groups, students are asked to choose evidence from their notes on WDC and write warrants - 3-5 sentence explanations of how the evidence supports their claim about the Little Rock Nine. unfinished work is assigned as homework.
The document provides instructions and information for an 8th grade English class. It includes directions to complete a "Do Now" activity in 5 minutes and swap papers with a shoulder buddy. Students are asked to have their vocabulary sentences, essay draft, and handout available. Procedures for the class include working quietly with a shoulder buddy, placing completed work in the left corner, and asking designated students for help. The document lists items due for the next class, including updated flashcards, reading assigned chapters, a vocabulary quiz, bringing a hook for their essay, and completing the essay by the end of class.
This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
The document provides instructions and reminders for students to complete work in their DLR (Daily Language Review) and GUM (Grammar, Usage, and Mechanics) assignments. It outlines the components students need for their first Toulmin essay, including a claim, clarification, evidence, and warrant. It also mentions reviewing a Toulmin rubric and working in small groups to find evidence from assigned textbook chapters for their essays.
This document provides instructions for an English class. Students are asked to complete assignments in their DLR packet by Friday. They will correct DLR and GUM papers with a classmate. Volunteers will read their Hot Fudge responses aloud. All three packets are due the next day before quest. The quest involves vocabulary, subjects and predicates, and questions about the book Warriors Don’t Cry. Students are instructed on how to summarize chapters of the book. They are asked an essential understanding question about the traits of a great warrior. Students must take a position on whether the Little Rock Nine are appropriately called warriors and find evidence from the text to support their claim. A quiz on Friday will cover vocabulary, GUM, and questions about the
This document contains instructions for an English class assignment on segregation. Students are asked to work in teams on packets to identify three things learned about segregation and write two sentences defining it and describing its impact. They are then asked to share their work and turn in their packets for a grade. The class will also have a vocabulary quiz on Wednesday.
The document provides instructions and information for an English class. It includes:
1) Instructions for students to prepare for an in-class quest by taking out their books and clearing their desks.
2) Guidelines for respectful classroom behavior.
3) Announcements about an upcoming essay assignment and working on drafts in class.
4) Recognition of students who have gone "above and beyond" with their English work.
Este documento presenta varios poemas del Carmina Burana, una colección medieval de poemas. Los poemas describen temas como la fortuna, la primavera, el amor cortés y la vida en la taberna. En general, celebran los placeres de la vida pero también reconocen su inconstancia y la influencia del destino.
This document summarizes an 8th grade English class where students discussed the historical context of segregation leading up to the Plessy v. Ferguson Supreme Court case. Key points discussed include the 13th, 14th, and 15th amendments granting rights to freed slaves after the Civil War, but unintended consequences allowing continued discrimination through policies like Black Codes and the Court ruling segregation legal in Plessy v. Ferguson. Students analyzed quotes from Warriors Don't Cry and were assigned reading on these topics and completing grammar assignments to prepare for an upcoming quiz.
1) The document provides instructions and assignments for an English class, including completing homework, practicing vocabulary words, building arguments, and discussing a reading.
2) Students are asked to complete a daily language review, grammar usage and mechanics exercises, and continue reading assigned chapters.
3) Vocabulary and building an argument are practiced in class, and a quiz on 5 vocabulary words will be given the next day.
1) Students are instructed to complete assignments in their DLR workbook and prepare their Cornell notes, vocabulary flashcards, and notes on WDC for class.
2) The class will discuss how to analyze texts by making predictions, visualizing, asking questions, summarizing, clarifying, and making connections. They will also define the term "warrant" and its use in essay writing.
3) Working in groups, students are asked to choose evidence from their notes on WDC and write warrants - 3-5 sentence explanations of how the evidence supports their claim about the Little Rock Nine. unfinished work is assigned as homework.
The document provides instructions and information for an 8th grade English class. It includes directions to complete a "Do Now" activity in 5 minutes and swap papers with a shoulder buddy. Students are asked to have their vocabulary sentences, essay draft, and handout available. Procedures for the class include working quietly with a shoulder buddy, placing completed work in the left corner, and asking designated students for help. The document lists items due for the next class, including updated flashcards, reading assigned chapters, a vocabulary quiz, bringing a hook for their essay, and completing the essay by the end of class.
This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
The document provides instructions and reminders for students to complete work in their DLR (Daily Language Review) and GUM (Grammar, Usage, and Mechanics) assignments. It outlines the components students need for their first Toulmin essay, including a claim, clarification, evidence, and warrant. It also mentions reviewing a Toulmin rubric and working in small groups to find evidence from assigned textbook chapters for their essays.
This document provides instructions for an English class. Students are asked to complete assignments in their DLR packet by Friday. They will correct DLR and GUM papers with a classmate. Volunteers will read their Hot Fudge responses aloud. All three packets are due the next day before quest. The quest involves vocabulary, subjects and predicates, and questions about the book Warriors Don’t Cry. Students are instructed on how to summarize chapters of the book. They are asked an essential understanding question about the traits of a great warrior. Students must take a position on whether the Little Rock Nine are appropriately called warriors and find evidence from the text to support their claim. A quiz on Friday will cover vocabulary, GUM, and questions about the
This document contains instructions for an English class assignment on segregation. Students are asked to work in teams on packets to identify three things learned about segregation and write two sentences defining it and describing its impact. They are then asked to share their work and turn in their packets for a grade. The class will also have a vocabulary quiz on Wednesday.
The document provides instructions and information for an English class. It includes:
1) Instructions for students to prepare for an in-class quest by taking out their books and clearing their desks.
2) Guidelines for respectful classroom behavior.
3) Announcements about an upcoming essay assignment and working on drafts in class.
4) Recognition of students who have gone "above and beyond" with their English work.
Este documento presenta varios poemas del Carmina Burana, una colección medieval de poemas. Los poemas describen temas como la fortuna, la primavera, el amor cortés y la vida en la taberna. En general, celebran los placeres de la vida pero también reconocen su inconstancia y la influencia del destino.