E.L.A. 8th Grade
Week 4 Quarter 2- Note: No school Tuesday 11/11/2025
Day 1-
-First 20 minutes- I-Ready "My Path" Lessons
Review B.E.S.T. Expository Rubric
-Have Students share their B.E.S.T. Expository essay paragraph with the teacher for grading
Introduce B.E.S.T. Argumentative Rubric
What Is Argumentative Writing?
Essential Question: When is it right to take a stand?
• Debate: Do Students Have a Legal Right to Literacy?
Introduction- Nonfiction pgs. 330-332 Argumentative Essay by Sarah Conly “Three Cheers for the Nany State
Argumentative Essay by Sarah Conly “Three Cheers for the Nany State" Audio Player pgs. 333-336
Begin "Build Insight" Questions pg. 337 #1-7
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/16/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 3-
-First 20 minutes- I-Ready "My Path" Lessons
Review: B.E.S.T. Argumentative Rubric
What Is Argumentative Writing?
Essential Question: When is it right to take a stand?
• Debate: Would You Risk Arrest for Something You Believe In?
Review/Argumentative Essay by Sarah Conly “Three Cheers for the Nany State" Audio Player pgs. 333-336
Finish "Build Insight" Questions pg. 337 #1-7
Discuss/Review “Three Cheers for the Nany State" Audio Player pgs. 333-336
Quiz Three Cheers for the Nany State" Audio Player pgs. 333-336
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/16/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
• Debate: Do Students Have a Legal Right to Literacy?
• Debate: Would You Risk Arrest for Something You Believe In?
• Martin Luther King, Jr.: I Have a Dream
ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.
ELA.6.7.8..R.1.2 - Analyze the development of stated or implied theme(s) throughout a literary text.
Week 3 Quarter 2- Note: No school Monday 11/3/2025
Day 1-
Essential Question: When is it right to take a stand?
Video: Severn Suzuki at Rio Summit (We Canada) –Twelve-year-old Severn Suzuki silences the United Nations assembly in Brazil.
Introduce: Debate- Harriet Tubman's Story
Reading Realistic Short Stories/Genre/Text Elements pgs. 312-313
Vocabulary/About the Author pg. 314
Introduction: Realistic Short Story by Gerald Haslem “The Horned Toad”
TEXT: Realistic Short Story by Gerald HaslemThe Horned Toad (pgs. 315-322)
When finished work on Build Insight Questions pg. 323 #1-7
Discuss/Review Key concepts
Quiz “The Horned Toad” (pgs. 315-322)
If time introduce: Additional Perspectives
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/9/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 3-
Review “The Horned Toad” (pgs. 315-322)
Finish/Revise Quiz “The Horned Toad” (pgs. 315-322)
Review B.E.S.T. Expository Rubric
Introduce B.E.S.T. Argumentative Rubric
What Is Argumentative Writing?
Video: Michael Garcia, Waiter Who Defended Boy with Special Needs, Gives Donations Away (HLN)
Listen/Debate- "The Giver" and Memory
- I-Ready "My Path" Lessons
If time Introduce- Nonfiction pgs. 330-332: "Three Cheers for the Nanny State" By Sarah Conly
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/9/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
ELA.6.7.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.6.7.8..R.1.2 - Analyze the development of stated or implied theme(s) throughout a literary text.
Week 2 Quarter 2-
Day 1-
-First 20 minutes- I-Ready "My Path" Lessons
-Revise Draft/Peer review draft expository essay
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Introduce Unit 3 - What Matters pgs. 302-303
Essential Question: When is it right to take a stand?
-Common Greek and Latin Roots 6-8 and Affixes.
UNIT GOALS/GOAL SETTING Video – Why Goal Setting is Important - Goal Setting pg. 304
Video- “14-Year-Old Teaches Family the Power of Half”
ACADEMIC VOCABULARY: ARGUMENT• WORDS pg. 305 – convince; certain; sufficient; declare; justify
• Read: Freedom of the Press? pgs. 306-307
Summary pg. 308
Quick Write pg. 309
Debate- Ruby Bridges on Her Experience Desegregating a School
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 11/1/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 4-
-First 20 minutes- I-Ready "My Path" Lessons
-Revise Draft/Peer review draft expository essay (Note: Student Notebooks will be collected 10/30/25)
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Review/Discuss: Freedom of the Press? pgs. 306-307
Summary pg. 308
Introduce/Review Debate- Ruby Bridges on Her Experience Desegregating a School
Video: Whole-Class Learning Strategies
-Whole Class Learning pg. 310
Essential Question: When is it right to take a stand?
Video: Severn Suzuki at Rio Summit (We Canada) –Twelve-year-old Severn Suzuki silences the United Nations assembly in Brazil.
Reading Realistic Short Stories/Genre/Text Elements pgs. 312-313
Vocabulary/About the Author pg. 314
Introduction: Realistic Short Story by Gerald Haslem “The Horned Toad” (pgs. 315-322)
TEXT: Realistic Short Story by Gerald Haslem “The Horned Toad” (pgs. 315-322)
When finished work on Build Insight Questions pg. 323 #1-7
If time introduce: Debate- Harriet Tubman's Story
If time introduce: Additional Perspectives
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 11/1/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Upcoming: Introduce/Review Argumentative Essay
ELA.6.7.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.6.7.8..R.1.2 - Analyze the development of stated or implied theme(s) throughout a literary text.
Week 1 Quarter 2-
Unit 2- Test- Learning From History- Performance Matters- "Cold Read"
When finished:
- I-Ready "My Path" Lessons
-When finished begin drafting ideas for essay prompt in your notebook
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Video- Reflect On Your Learning
Video- Write an Expository Essay
Homework:
-Continue working on draft expository essay (Due 10/28/2025)
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/25/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Write an Expository Essay- Based on the handout that was taped in your notebook last class, students are to write an expository essay draft in their notebooks
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Introduce the Performance Task- Write an Expository Essay pgs. 242-251
• Elements of Expository Essays
Planning/PreWriting: Students freewrite and structure their essay.
o Quick Conference
• Drafting: Students organize and write a first draft.
o Quick Conference
• Revising: Students evaluate and revise draft using the revision guide for argumentative essays.
• Cross-Curricular Perspectives: Science
o Take a closer look at your draft
o Quick Conference
• Editing and Proofreading: Students edit for conventions and proofread for accuracies.
o Focus on Sentences
o Focus on Spelling and Punctuation
o Quick Conference
• Publishing and Presenting: Students create a final version of their essay and post it on a blog or website or present to the class
Homework:
-Continue working on draft expository essay (Due 10/27/2025)
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/25/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
ELA.6.7.8. C.1.2.: Write personal narratives.
8th Grade Flyer- High School Magnet Fair: Wednesday, October 15th, 2025 9:15-10:00 AM
The following schools have confirmed:
Robert Morgan, Arthur Polly Mays, Gables, Southridge, South Miami, ISPA,Young Women's Prep, Coral Reef, Biotech, Dash, Braddock, Ferguson, Sunset, Terra, New World
Week 10 Quarter 1-
Day 2-
First 20 minutes work on complete 4x more I-Ready "My Path" Lessons- Due Saturday 10/11/25)
-ensure all students have set up student notebooks - Notebook Setup Handout
Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
Once you have finished the PPT notes Add The Following note: Expository Writing- is a type of composition in which the writer seeks to present or report on information accurately for the purpose of improving the reader’s understanding of an issue, problem, or concept. In expository writing, the writer uses a variety of techniques to convey information, including the use of an organizational structure appropriate to the subject. The writer may compare and/or contrast concepts, list, name, describe, or define different parts for the reader, or incorporate relevant anecdotes, examples, facts, and details to develop a central idea.
-Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-Review Audio Frank Family and World War II Timeline pgs. 234-239
-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-When finished work on I-Ready
-If time- Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
Homework:
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/18/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 4-
First 20 minutes work on complete 4x more I-Ready "My Path" Lessons- Due Saturday 10/11/25)
-ensure all students have set up student notebooks - Notebook Setup Handout
Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
Once you have finished the PPT notes Add The Following note: Expository Writing- is a type of composition in which the writer seeks to present or report on information accurately for the purpose of improving the reader’s understanding of an issue, problem, or concept. In expository writing, the writer uses a variety of techniques to convey information, including the use of an organizational structure appropriate to the subject. The writer may compare and/or contrast concepts, list, name, describe, or define different parts for the reader, or incorporate relevant anecdotes, examples, facts, and details to develop a central idea.
-Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-Review Audio Frank Family and World War II Timeline pgs. 234-239
-Answer Timeline Questions pg. 238 #1-7 in your notebooks
(UPCOMING)
Read the Performance Task- Write an Expository Essay pgs. 242-251
8th Grade Prompt: Write an expository essay in which you synthesize information you learned in this unit with your own ideas to respond to the Essential Question: What can we learn from the past?
• Elements of Expository Essays
Planning/PreWriting: Students freewrite and structure their essay.
o Quick Conference
• Drafting: Students organize and write a first draft.
o Quick Conference
• Revising: Students evaluate and revise draft using the revision guide for
argumentative essays.
• Cross-Curricular Perspectives: Science
o Take a closer look at your draft
o Quick Conference
• Editing and Proofreading: Students edit for conventions and proofread for
accuracies.
o Focus on Sentences
o Focus on Spelling and Punctuation
o Quick Conference
• Publishing and Presenting: Students create a final version of their essay and post
it on a blog or website or present to the class
Homework:
Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
ELA.6.7.8. C.1.5.: Improve writing by planning.
Week 9 Quarter 1-
Day 1-
Make sure all students have completed from The Diary of Anne Frank, Act 2 Quiz
Kahoot Review- from The Dairy of Anne Frank Acts 1 and 2
-ensure all students have set up student notebooks - Notebook Setup Handout
Make Sure you have completed Act 1 Questions pg. 191 in your workbook
Make Sure you have completed Act 2 Questions pg. 227 #1-6 in your workbook
-If time review The Diary of Anne Frank Acts 1 and 2 (K)
-If time introduce Audio Frank Family and World War II Timeline pgs. 234-239
-If time Answer Timeline Questions pg. 238 #1-7 in your notebooks
-If time begin collecting/writing blue vocabulary terms in your notebook (Last 30 pages)
Homework:
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 3-
First 20 minutes work on complete 4x more I-Ready "My Path" Lessons- Due Saturday 10/11/25)
Make sure all students have completed from The Diary of Anne Frank, Act 2 Quiz
Kahoot Review- from The Dairy of Anne Frank Acts 1 and 2
-ensure all students have set up student notebooks - Notebook Setup Handout
Review- from The Diary of Anne Frank, Act 2
Review Quiz- from The Diary of Anne Frank, Act 2
-When finished work on I-Ready
-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-If time- Introduce Writing PowerPoint (Students are to take notes on slides 2-5)
Homework:
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 5-
-First 15 minutes- I-Ready "My Path" Lessons
-Review Quiz- from The Diary of Anne Frank, Act 2
-ensure all students have set up student notebooks - Notebook Setup Handout
-Introduce Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
-Review Timeline Audio Frank Family and World War II Timeline pgs. 234-239
-Begin/continue-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-When finished work on I-Ready
Homework:
-If not finished in class Finish- Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
(UPCOMING)
-If time- Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-If time- begin collecting/writing blue vocabulary terms in your notebook (Last 30 pages)
Begin:
Write an Expository Essay- Students write an expository essay to explain what qualities
do people and animals share.
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope?
• Elements of Expository Essays
Planning/PreWriting: Students freewrite and structure their essay.
o Quick Conference
• Drafting: Students organize and write a first draft.
o Quick Conference
• Revising: Students evaluate and revise draft using the revision guide for
argumentative essays.
• Cross-Curricular Perspectives: Science
o Take a closer look at your draft
o Quick Conference
• Editing and Proofreading: Students edit for conventions and proofread for
accuracies.
o Focus on Sentences
o Focus on Spelling and Punctuation
o Quick Conference
• Publishing and Presenting: Students create a final version of their essay and post
it on a blog or website or present to the class
Homework:
Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Week 8 Quarter 1: Note: No school Thursday 10/2/2025
Day 1, 2-
-Make sure all students have completed their I-Ready Diagnostic Test
-Make sure all students have completed their I-Ready Diagnostic Test
-ensure all students have set up student notebooks - Notebook Setup Handout
-Review Data with students
Due to students still needing to complete the I-Ready Diagnostic-In Class students were assigned and given time to do one additional I-Ready "My Path" Lesson
Index card writing prompt: "My ELA Classroom Description": My classroom is still not fully decorated for an ELA classroom, for example it still has S.S. Bulletin board concepts up. Using all of your 5 senses, help me reimagine the ideal ELA classroom for room #550 based on your own pervious ELA classroom experiences as a student, and what you imagine as the ideal ELA classroom. What do you see decorating the walls, what posters are up, how is the environment/mood of the classroom, etc. Once again be sure to use your 5 senses like we did for our free writing landscape activity and fill the notecard with your ideal ELA Classroom.
Days 3,4-
-Make sure all students have completed their I-Ready Diagnostic Test
Make sure all students have completed from The Diary of Anne Frank, Act 2 Quiz
-Review Student Testing Data
-ensure all students have set up student notebooks - Notebook Setup Handout
Make Sure you have completed Act 1 Questions pg. 191 in your workbook
Make Sure you have completed Act 2 Questions pg. 227 #1-6 in your workbook
-If time review The Diary of Anne Frank Acts 1 and 2 (K)
-If time introduce Audio Frank Family and World War II Timeline pgs. 234-239
-If time Answer Timeline Questions pg. 238 #1-7 in your notebooks
-If time begin collecting/writing blue vocabulary terms in your notebook (Last 30 pages)
Homework:
Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 5-
-First 15 minutes- I-Ready "My Path" Lessons
-Review Quiz- from The Diary of Anne Frank, Act 2
-ensure all students have set up student notebooks - Notebook Setup Handout
-Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-Review Timeline Audio Frank Family and World War II Timeline pgs. 234-239
-Begin/continue-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-When finished work on I-Ready
Homework:
-If not finished in class Finish- Writing PowerPoint (Students are to take notes on slides 2-5)
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
(UPCOMING)
TEACH: PERFORMANCE TASK
Write an Expository Essay- Students write an expository essay that
answers the question:
In what ways do the experiences of Anne Frank and her family show the
power of hope?
• Planning/PreWriting: Discover Your Ideas: Freewrite!
• Structure Ideas: Make a Plan
o Paraphrases as Text Evidence
o Narrative Order
Targeted Instruction
• Drafting: Students organize and write a first draft.
o Use Transitions to Relate Ideas
• Revising: Students evaluate and revise draft through peer review and
the “Revision Guide for Expository Essay”
o Varied Sentence Types
• Editing, Publishing and Presenting: Students edit for conventions and
proofread for inaccuracies.
o Semicolons
o Colons
Week 7 Quarter 1: Days 1 and 3 (All students must bring laptops) Note: No School Tuesday 9/23/25
I-Ready Diagnostic this week (Access through Clever/Schoology)
Remember to try your best on this diagnostic test, if you score below grade level it means more homework:
on/+ grade level = 45 minutes of I-Ready per week
1x grades below = 60 minutes of I-Ready per week
2x grades below = 90 minutes of I-Ready per week
Homework:
Students must complete 3x I-Ready Lessons- "My Path" (Due Wednesday 10/1/25)
(Note: Students must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
If Time:
ensure all students have set up student notebooks - Notebook Setup Handout
Check/Review Quiz- So What Is a Primate?
Index card writing prompt: "My ELA Classroom Description": My classroom is still not fully decorated for an ELA classroom, for example it still has S.S. Bulletin board concepts up. Using all of your 5 senses, help me reimagine the ideal ELA classroom for room #550 based on your own pervious ELA classroom experiences as a student, and what you imagine as the ideal ELA classroom. What do you see decorating the walls, what posters are up, how is the environment/mood of the classroom, etc. Once again be sure to use your 5 senses like we did for our free writing landscape activity.
(UPCOMING)
Make sure all students have completed I-ready diagnostic test
-Finish/Check quiz The Diary of Anne Frank, Act 2
ensure all students have set up student notebooks - Notebook Setup Handout
Index card writing prompt: "My ELA Classroom Description": My classroom is still not fully decorated for an ELA classroom, for example it still has S.S. Bulletin board concepts up. Using all of your 5 senses, help me reimagine the ideal ELA classroom for room #550 based on your own pervious ELA classroom experiences as a student, and what you imagine as the ideal ELA classroom. What do you see decorating the walls, what posters are up, how is the environment/mood of the classroom, etc. Once again be sure to use your 5 senses like we did for our free writing landscape activity.
TEACH: PERFORMANCE TASK
Write an Expository Essay- Students write an expository essay that
answers the question:
In what ways do the experiences of Anne Frank and her family show the
power of hope?
• Planning/PreWriting: Discover Your Ideas: Freewrite!
• Structure Ideas: Make a Plan
o Paraphrases as Text Evidence
o Narrative Order
Targeted Instruction
• Drafting: Students organize and write a first draft.
o Use Transitions to Relate Ideas
• Revising: Students evaluate and revise draft through peer review and
the “Revision Guide for Expository Essay”
o Varied Sentence Types
• Editing, Publishing and Presenting: Students edit for conventions and
proofread for inaccuracies.
o Semicolons
o Colons
Week 6 Quarter 1
Day 1-
• Begin “The Diary of Anne Frank II”, by Frances
-If time begin Quiz The Diary of Anne Frank, Act 2
-Ellie Elie Weisel's- Night
Frank Family and World War 2 Timeline
CNN Article- Holocaust Survivors
Whole-Class Learning
Goodrich and Albert Hackett
• “Frank Family and World War II Timeline” pgs. 234-239
Continue/Finish- The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett
Discuss/Answer Questions The Diary of Anne Frank, Act I pg. 191-193
Day 3-
-Continue/ Finish answering pg. 227 #1-6
-Quiz The Diary of Anne Frank, Act 2
If Time Set Up Student Notebooks - Notebook Setup Handout
If time introduce Audio Frank Family and World War II Timeline pgs. 234-239
Day 5-
Set Up Student Notebooks - Notebook Setup Handout
If time Check Quiz- The Dairy of Anne Frank, Act 1
TEACH: PERFORMANCE TASK
Write an Expository Essay- Students write an expository essay that
answers the question:
In what ways do the experiences of Anne Frank and her family show the
power of hope?
• Planning/PreWriting: Discover Your Ideas: Freewrite!
• Structure Ideas: Make a Plan
o Paraphrases as Text Evidence
o Narrative Order
Targeted Instruction
• Drafting: Students organize and write a first draft.
o Use Transitions to Relate Ideas
• Revising: Students evaluate and revise draft through peer review and
the “Revision Guide for Expository Essay”
o Varied Sentence Types
• Editing, Publishing and Presenting: Students edit for conventions and
proofread for inaccuracies.
o Semicolons
o Colons
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Week 5 Quarter 1-
Continue/Finish- The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett
Discuss/Answer Questions The Diary of Anne Frank, Act I pg. 191-193
Article: Holocaust Survivors Demand Israel Help Refugees (CNN) – Holocaust survivors call for Israel to shelter Middle Eastern refugees.
Video: Why We Remember the Holocaust (US Holocaust Memorial Museum) Video explains why it is so important to remember the holocaust
-Quiz- from The Diary of Anne Frank, Act 1
• Build Insight
• Analyze and Interpret o Close Read
• Analyze and Interpret o Assessment(s) Exit Ticket: Dramatic Speeches
• Study Language and Craft o Assessment(s) Exit Ticket: Denotation and Connotation
• Study Language and Craft o Assessment(s) Exit Ticket: Language and Mood
Postponed-Begin notebook setup- Notebook Setup Handout
Postponed-Begin Vocabulary
All Grades:
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Vocabulary Benchmarks
ELA 6.7.8. V.1.1.: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA 6.7.8. V.1.2.: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases appropriate to grade level.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 4 Quarter 1- Note: No school Monday, Picture day is Friday
-Review B.E.S.T. Word Relationships and Context Clues
-Introduce B.E.S.T. Secondary Figurative Language
-Continue The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett • Build Insight (TE 191) • Analyze and Interpret (TE 192) o Close Read • Analyze and Interpret (TE 193) o Assessment(s) Exit Ticket: Dramatic Speeches • Study Language and Craft (TE 194) o Assessment(s) Exit Ticket: Denotation and Connotation • Study Language and Craft (TE 195) o Assessment(s) Exit Ticket: Language and Mood
-RETEACH AND PRACTICE • Dramatic Speeches (TE 193) • Denotation and Connotation (TE 194) • Language and Mood (TE 195)
-Additional Perspectives
Article: Holocaust Survivors Demand Israel Help Refugees (CNN) – Holocaust survivors call for Israel to shelter Middle Eastern refugees.
Video: Why We Remember the Holocaust (US Holocaust Memorial Museum) Video explains why it is so important to remember the holocaust
-Quiz- The Diary of Anne Frank, Act 1
-Writing Exercise
-Begin Vocabulary
The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett • Build Insight (TE 191) • Analyze and Interpret (TE 192) o Close Read • Analyze and Interpret (TE 193) o Assessment(s) Exit Ticket: Dramatic Speeches • Study Language and Craft (TE 194) o Assessment(s) Exit Ticket: Denotation and Connotation • Study Language and Craft (TE 195) o Assessment(s) Exit Ticket: Language and Mood
-FAST PM1 Monday 9/8/25
Postponed-Begin notebook setup- Notebook Setup Handout
Postponed-Begin Vocabulary
All Grades:
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Vocabulary Benchmarks
ELA 6.7.8. V.1.1.: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA 6.7.8. V.1.2.: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases appropriate to grade level.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 3 Quarter 1
Unit 2 Learning from History (SE) UNIT INTRODUCTION ACTIVITIES
• Motivate and Engage (TE 126) • Watch the Video- “The Holocaust”
• Table of Contents Preview (TE 127)
• Whole-Group EQ- In what ways do the experiences of Anne Frank and her family show the power of hope? (TE 127)
• Expert’s Opinion (TE 128) UNIT GOALS/GOAL SETTING (TE 128) • Goal Setting Video – Why Goal Setting Is Important
• Goal Setting Activities (TE 128) ACADEMIC VOCABULARY: ARGUMENT
• WORDS- theorize; sustain; declaration; pronounce; enumerate
• Practice (TE 129) MENTOR TEXT
• The Grand Mosque of Paris (TE 130-131)
• Word Network (TE 131)
• Summary Activity (TE 132)
• EQ Notes (TE 128)
• Icebreaker-Conduct a Discussion (TE 132) • QuickWrite (TE 133)
Days 1, 2
Periods: 1-6
B.E.S.T. Greek and Latin Roots Handout 6-8
1. Language Review: Check Wed
2. Setup Classroom Notebook
3. Continue Textbook Unit (Begin- The Diary of Anne Frank, Act 1)
Day 3
Periods 1-6
1.Language Review: Thursday
2.Academic Vocabulary
3.Continue Textbook Unit (Continue- The Diary of Anne Frank, Act 1)
Days 4,5
-Introduce B.E.S.T. Word Relationships and Context Clues
-Introduce B.E.S.T. Secondary Figurative Language
Periods 1-6
-Listen to audio- Saving Children from Nazis
-Listen to Audio and discuss- anne-franks-father-attempted-to-emigrate
-Continue/Discuss- The Diary of Anne Frank-Act 1
1.Language Review: Study Game
2.Review Vocab Sentences
3.Share
(UPCOMING)
Periods 1-6
1.Language Review: Quick Study
2.Take the Language Review Quiz
3.Turn-in your work to inbox
Assessment:
FAST ELA Reading test: May 2026
***Parents and Students: Remember strategies/activities above change day to day or sometimes in the middle of the lesson to accommodate students' needs. ***
All Grades:
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Vocabulary Benchmarks
ELA 6.7.8. V.1.1.: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA 6.7.8. V.1.2.: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases appropriate to grade level.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 2 Quarter 1
-Introduce B.E.S.T. Greek and Latin Roots Handout 6-8
-Introduce B.E.S.T. Prefixes 6-8
-Introduce B.E.S.T. Suffixes 6-8
-----------------------UPCOMING-------------------------
-Introduce B.E.S.T. Word Relationships and Context Clues
-Introduce B.E.S.T. Secondary Figurative Language
Important Reminders:
1. All Classes: ELA Syllabus: due by Friday, August 22, 2025
2. Mini-Project-MIAMI: The History of My-Am-Me: (Your Name): due Thursday/Friday 8/21/25, 8/22/25
- We are super excited to meet again and start this fantastic new year because you are here!!!
Weekly Activities: 8/18-8/22
Monday, 8/18, Tuesday, 8/19
Periods 1-6
Homeroom:
1)Please return emergency card ASAP.
2.Write: (Friday turn in) Mini-Project-MIAMI: The History of My-Am-Me: (Your Name)
On the human outline write a paragraph or two about YOU. Things to possibly include:
Write a description that includes who you are. You are welcome to include your culture, where you were Born, elementary school, hobbies/favorite activities, music, television shows, celebrities, some of your favorite places you have been, what you did this summer, etc. We will be adding wings to this human outline, so you can begin "Soaring to new adventures." Be sure to decorate and color in your My-Am-Me personal history creation.
All Periods
All Periods Introduce/Review the E.L.A Syllabus
-Introduce B.E.S.T. Greek and Latin Roots Handout 6-8
1. First Routine
2. Names Game
3. Quick Listen
Periods: 1-6
1. First Routine
2. Class Game
3. Discussion
Wednesday, 8/20, Thursday, 8/21
Periods 1-6
-Introduce B.E.S.T. Prefixes 6-8
-Introduce B.E.S.T. Suffixes 6-8
1.First Routine
2.Write: ((Due: Thursday, Friday- turn in at the beginning of class) Mini-Project-MIAMI: The History of My-Am-Me: (Your Name)
On the human outline write a paragraph or two about YOU. Things to possibly include:
Write a description that includes who you are. You are welcome to include your culture, where you were Born, elementary school, hobbies/favorite activities, music, television shows, celebrities, some of your favorite places you have been, what you did this summer, etc. We will be adding wings to this human outline, so you can begin "Soaring to new adventures." Be sure to decorate and color in your My-Am-Me personal history creation.
3.Start Assignment: ***Thursday/Friday 8/21/25, 8/22/25
3.Start Assignment: ***Thursday/Friday 8/21/25, 8/22/25
Periods 1-6
1.First Routine
2.Packet:
Before: First Read
During: Post-it Note
After: Answer 3 Questions
3.Work on Dream Keeper Wall Activity
Friday, 8/22
***Make sure all Students have completed the FL_Fortify Video***
-Introduce B.E.S.T. Suffixes 6-8
-Read pgs. 6-7 and answer questions on page 7-9
1.First Routine/Turn-in Class Syllabus
2.Packet: Second Read: Practice Before, During, After Strategies
3.Turn-in Mini-Project-MIAMI: The History of My-Am-Me: (Your Name)
On the human outline write a paragraph or two about YOU. Things to possibly include:
Write a description that includes who you are. You are welcome to include your culture, where you were Born, elementary school, hobbies/favorite activities, music, television shows, celebrities, some of your favorite places you have been, what you did this summer, etc. We will be adding wings to this human outline, so you can begin "Soaring to new adventures." Be sure to decorate and color in your My-Am-Me personal history creation.
If time begin ebook introduction. -If time begin activity on page 10
Assessment:
FAST ELA Reading test: May 2026
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
ELA.6.7.8. C.1.2.: Write personal narratives.
Vocabulary Benchmarks
ELA.6.7.8. V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 1 Quarter 1
Introduction
Syllabus
ELA.6.7.8 V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Benchmark Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks
independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.
Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current
grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
_______________________________________________________________________
Note: Lessons/activities/homework are subject to change at the teacher's discretion.
Day 1-
-First 20 minutes- I-Ready "My Path" Lessons
Review B.E.S.T. Expository Rubric
-Have Students share their B.E.S.T. Expository essay paragraph with the teacher for grading
Introduce B.E.S.T. Argumentative Rubric
What Is Argumentative Writing?
Essential Question: When is it right to take a stand?
• Debate: Do Students Have a Legal Right to Literacy?
Introduction- Nonfiction pgs. 330-332 Argumentative Essay by Sarah Conly “Three Cheers for the Nany State
Argumentative Essay by Sarah Conly “Three Cheers for the Nany State" Audio Player pgs. 333-336
Begin "Build Insight" Questions pg. 337 #1-7
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/16/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 3-
-First 20 minutes- I-Ready "My Path" Lessons
Review: B.E.S.T. Argumentative Rubric
What Is Argumentative Writing?
Essential Question: When is it right to take a stand?
• Debate: Would You Risk Arrest for Something You Believe In?
Review/Argumentative Essay by Sarah Conly “Three Cheers for the Nany State" Audio Player pgs. 333-336
Finish "Build Insight" Questions pg. 337 #1-7
Discuss/Review “Three Cheers for the Nany State" Audio Player pgs. 333-336
Quiz Three Cheers for the Nany State" Audio Player pgs. 333-336
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/16/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
• Debate: Do Students Have a Legal Right to Literacy?
• Debate: Would You Risk Arrest for Something You Believe In?
• Martin Luther King, Jr.: I Have a Dream
ELA.8.R.2.4: Track the development of an argument, analyzing the types of reasoning used and their effectiveness, identifying ways in which the argument could be improved.
ELA.6.7.8..R.1.2 - Analyze the development of stated or implied theme(s) throughout a literary text.
Week 3 Quarter 2- Note: No school Monday 11/3/2025
Day 1-
Essential Question: When is it right to take a stand?
Video: Severn Suzuki at Rio Summit (We Canada) –Twelve-year-old Severn Suzuki silences the United Nations assembly in Brazil.
Introduce: Debate- Harriet Tubman's Story
Reading Realistic Short Stories/Genre/Text Elements pgs. 312-313
Vocabulary/About the Author pg. 314
Introduction: Realistic Short Story by Gerald Haslem “The Horned Toad”
TEXT: Realistic Short Story by Gerald HaslemThe Horned Toad (pgs. 315-322)
When finished work on Build Insight Questions pg. 323 #1-7
Discuss/Review Key concepts
Quiz “The Horned Toad” (pgs. 315-322)
If time introduce: Additional Perspectives
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/9/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 3-
Review “The Horned Toad” (pgs. 315-322)
Finish/Revise Quiz “The Horned Toad” (pgs. 315-322)
Review B.E.S.T. Expository Rubric
Introduce B.E.S.T. Argumentative Rubric
What Is Argumentative Writing?
Video: Michael Garcia, Waiter Who Defended Boy with Special Needs, Gives Donations Away (HLN)
Listen/Debate- "The Giver" and Memory
- I-Ready "My Path" Lessons
If time Introduce- Nonfiction pgs. 330-332: "Three Cheers for the Nanny State" By Sarah Conly
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/9/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
ELA.6.7.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.6.7.8..R.1.2 - Analyze the development of stated or implied theme(s) throughout a literary text.
Week 2 Quarter 2-
Day 1-
-First 20 minutes- I-Ready "My Path" Lessons
-Revise Draft/Peer review draft expository essay
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Introduce Unit 3 - What Matters pgs. 302-303
Essential Question: When is it right to take a stand?
-Common Greek and Latin Roots 6-8 and Affixes.
UNIT GOALS/GOAL SETTING Video – Why Goal Setting is Important - Goal Setting pg. 304
Video- “14-Year-Old Teaches Family the Power of Half”
ACADEMIC VOCABULARY: ARGUMENT• WORDS pg. 305 – convince; certain; sufficient; declare; justify
• Read: Freedom of the Press? pgs. 306-307
Summary pg. 308
Quick Write pg. 309
Debate- Ruby Bridges on Her Experience Desegregating a School
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 11/1/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 4-
-First 20 minutes- I-Ready "My Path" Lessons
-Revise Draft/Peer review draft expository essay (Note: Student Notebooks will be collected 10/30/25)
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Review/Discuss: Freedom of the Press? pgs. 306-307
Summary pg. 308
Introduce/Review Debate- Ruby Bridges on Her Experience Desegregating a School
Video: Whole-Class Learning Strategies
-Whole Class Learning pg. 310
Essential Question: When is it right to take a stand?
Video: Severn Suzuki at Rio Summit (We Canada) –Twelve-year-old Severn Suzuki silences the United Nations assembly in Brazil.
Reading Realistic Short Stories/Genre/Text Elements pgs. 312-313
Vocabulary/About the Author pg. 314
Introduction: Realistic Short Story by Gerald Haslem “The Horned Toad” (pgs. 315-322)
TEXT: Realistic Short Story by Gerald Haslem “The Horned Toad” (pgs. 315-322)
When finished work on Build Insight Questions pg. 323 #1-7
If time introduce: Debate- Harriet Tubman's Story
If time introduce: Additional Perspectives
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 11/1/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Upcoming: Introduce/Review Argumentative Essay
ELA.6.7.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA.6.7.8..R.1.2 - Analyze the development of stated or implied theme(s) throughout a literary text.
Week 1 Quarter 2-
Unit 2- Test- Learning From History- Performance Matters- "Cold Read"
When finished:
- I-Ready "My Path" Lessons
-When finished begin drafting ideas for essay prompt in your notebook
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Video- Reflect On Your Learning
Video- Write an Expository Essay
Homework:
-Continue working on draft expository essay (Due 10/28/2025)
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/25/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Write an Expository Essay- Based on the handout that was taped in your notebook last class, students are to write an expository essay draft in their notebooks
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope (What can we learn from the past)?
Introduce the Performance Task- Write an Expository Essay pgs. 242-251
• Elements of Expository Essays
Planning/PreWriting: Students freewrite and structure their essay.
o Quick Conference
• Drafting: Students organize and write a first draft.
o Quick Conference
• Revising: Students evaluate and revise draft using the revision guide for argumentative essays.
• Cross-Curricular Perspectives: Science
o Take a closer look at your draft
o Quick Conference
• Editing and Proofreading: Students edit for conventions and proofread for accuracies.
o Focus on Sentences
o Focus on Spelling and Punctuation
o Quick Conference
• Publishing and Presenting: Students create a final version of their essay and post it on a blog or website or present to the class
Homework:
-Continue working on draft expository essay (Due 10/27/2025)
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/25/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
ELA.6.7.8. C.1.2.: Write personal narratives.
8th Grade Flyer- High School Magnet Fair: Wednesday, October 15th, 2025 9:15-10:00 AM
The following schools have confirmed:
Robert Morgan, Arthur Polly Mays, Gables, Southridge, South Miami, ISPA,Young Women's Prep, Coral Reef, Biotech, Dash, Braddock, Ferguson, Sunset, Terra, New World
Week 10 Quarter 1-
Day 2-
First 20 minutes work on complete 4x more I-Ready "My Path" Lessons- Due Saturday 10/11/25)
-ensure all students have set up student notebooks - Notebook Setup Handout
Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
Once you have finished the PPT notes Add The Following note: Expository Writing- is a type of composition in which the writer seeks to present or report on information accurately for the purpose of improving the reader’s understanding of an issue, problem, or concept. In expository writing, the writer uses a variety of techniques to convey information, including the use of an organizational structure appropriate to the subject. The writer may compare and/or contrast concepts, list, name, describe, or define different parts for the reader, or incorporate relevant anecdotes, examples, facts, and details to develop a central idea.
-Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-Review Audio Frank Family and World War II Timeline pgs. 234-239
-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-When finished work on I-Ready
-If time- Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
Homework:
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/18/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 4-
First 20 minutes work on complete 4x more I-Ready "My Path" Lessons- Due Saturday 10/11/25)
-ensure all students have set up student notebooks - Notebook Setup Handout
Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
Once you have finished the PPT notes Add The Following note: Expository Writing- is a type of composition in which the writer seeks to present or report on information accurately for the purpose of improving the reader’s understanding of an issue, problem, or concept. In expository writing, the writer uses a variety of techniques to convey information, including the use of an organizational structure appropriate to the subject. The writer may compare and/or contrast concepts, list, name, describe, or define different parts for the reader, or incorporate relevant anecdotes, examples, facts, and details to develop a central idea.
-Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-Review Audio Frank Family and World War II Timeline pgs. 234-239
-Answer Timeline Questions pg. 238 #1-7 in your notebooks
(UPCOMING)
Read the Performance Task- Write an Expository Essay pgs. 242-251
8th Grade Prompt: Write an expository essay in which you synthesize information you learned in this unit with your own ideas to respond to the Essential Question: What can we learn from the past?
• Elements of Expository Essays
Planning/PreWriting: Students freewrite and structure their essay.
o Quick Conference
• Drafting: Students organize and write a first draft.
o Quick Conference
• Revising: Students evaluate and revise draft using the revision guide for
argumentative essays.
• Cross-Curricular Perspectives: Science
o Take a closer look at your draft
o Quick Conference
• Editing and Proofreading: Students edit for conventions and proofread for
accuracies.
o Focus on Sentences
o Focus on Spelling and Punctuation
o Quick Conference
• Publishing and Presenting: Students create a final version of their essay and post
it on a blog or website or present to the class
Homework:
Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
ELA.6.7.8. C.1.5.: Improve writing by planning.
Week 9 Quarter 1-
Day 1-
Make sure all students have completed from The Diary of Anne Frank, Act 2 Quiz
Kahoot Review- from The Dairy of Anne Frank Acts 1 and 2
-ensure all students have set up student notebooks - Notebook Setup Handout
Make Sure you have completed Act 1 Questions pg. 191 in your workbook
Make Sure you have completed Act 2 Questions pg. 227 #1-6 in your workbook
-If time review The Diary of Anne Frank Acts 1 and 2 (K)
-If time introduce Audio Frank Family and World War II Timeline pgs. 234-239
-If time Answer Timeline Questions pg. 238 #1-7 in your notebooks
-If time begin collecting/writing blue vocabulary terms in your notebook (Last 30 pages)
Homework:
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 3-
First 20 minutes work on complete 4x more I-Ready "My Path" Lessons- Due Saturday 10/11/25)
Make sure all students have completed from The Diary of Anne Frank, Act 2 Quiz
Kahoot Review- from The Dairy of Anne Frank Acts 1 and 2
-ensure all students have set up student notebooks - Notebook Setup Handout
Review- from The Diary of Anne Frank, Act 2
Review Quiz- from The Diary of Anne Frank, Act 2
-When finished work on I-Ready
-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-If time- Introduce Writing PowerPoint (Students are to take notes on slides 2-5)
Homework:
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 5-
-First 15 minutes- I-Ready "My Path" Lessons
-Review Quiz- from The Diary of Anne Frank, Act 2
-ensure all students have set up student notebooks - Notebook Setup Handout
-Introduce Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
-Review Timeline Audio Frank Family and World War II Timeline pgs. 234-239
-Begin/continue-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-When finished work on I-Ready
Homework:
-If not finished in class Finish- Notes taking notes on slides 2-5 in your notebooks (Writing Text Types: Argumentative, Informative, Narrative)
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
(UPCOMING)
-If time- Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-If time- begin collecting/writing blue vocabulary terms in your notebook (Last 30 pages)
Begin:
Write an Expository Essay- Students write an expository essay to explain what qualities
do people and animals share.
Prompt: In what ways do the experiences of Anne Frank and her family show the power of hope?
• Elements of Expository Essays
Planning/PreWriting: Students freewrite and structure their essay.
o Quick Conference
• Drafting: Students organize and write a first draft.
o Quick Conference
• Revising: Students evaluate and revise draft using the revision guide for
argumentative essays.
• Cross-Curricular Perspectives: Science
o Take a closer look at your draft
o Quick Conference
• Editing and Proofreading: Students edit for conventions and proofread for
accuracies.
o Focus on Sentences
o Focus on Spelling and Punctuation
o Quick Conference
• Publishing and Presenting: Students create a final version of their essay and post
it on a blog or website or present to the class
Homework:
Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Week 8 Quarter 1: Note: No school Thursday 10/2/2025
Day 1, 2-
-Make sure all students have completed their I-Ready Diagnostic Test
-Make sure all students have completed their I-Ready Diagnostic Test
-ensure all students have set up student notebooks - Notebook Setup Handout
-Review Data with students
Due to students still needing to complete the I-Ready Diagnostic-In Class students were assigned and given time to do one additional I-Ready "My Path" Lesson
Index card writing prompt: "My ELA Classroom Description": My classroom is still not fully decorated for an ELA classroom, for example it still has S.S. Bulletin board concepts up. Using all of your 5 senses, help me reimagine the ideal ELA classroom for room #550 based on your own pervious ELA classroom experiences as a student, and what you imagine as the ideal ELA classroom. What do you see decorating the walls, what posters are up, how is the environment/mood of the classroom, etc. Once again be sure to use your 5 senses like we did for our free writing landscape activity and fill the notecard with your ideal ELA Classroom.
Days 3,4-
-Make sure all students have completed their I-Ready Diagnostic Test
Make sure all students have completed from The Diary of Anne Frank, Act 2 Quiz
-Review Student Testing Data
-ensure all students have set up student notebooks - Notebook Setup Handout
Make Sure you have completed Act 1 Questions pg. 191 in your workbook
Make Sure you have completed Act 2 Questions pg. 227 #1-6 in your workbook
-If time review The Diary of Anne Frank Acts 1 and 2 (K)
-If time introduce Audio Frank Family and World War II Timeline pgs. 234-239
-If time Answer Timeline Questions pg. 238 #1-7 in your notebooks
-If time begin collecting/writing blue vocabulary terms in your notebook (Last 30 pages)
Homework:
Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
Day 5-
-First 15 minutes- I-Ready "My Path" Lessons
-Review Quiz- from The Diary of Anne Frank, Act 2
-ensure all students have set up student notebooks - Notebook Setup Handout
-Introduce Teaching Writing PowerPoint (Students are to take notes on slides 2-5)
-Review Timeline Audio Frank Family and World War II Timeline pgs. 234-239
-Begin/continue-Answer Timeline Questions pg. 238 #1-7 in your notebooks
-When finished work on I-Ready
Homework:
-If not finished in class Finish- Writing PowerPoint (Students are to take notes on slides 2-5)
Students must complete 3x I-Ready "My Path" Lessons- (Each Week: Due Saturday 10/11/25)
(Note: Students should spend 45-60 minutes on I-Ready "My Path" lessons each week and must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
(UPCOMING)
TEACH: PERFORMANCE TASK
Write an Expository Essay- Students write an expository essay that
answers the question:
In what ways do the experiences of Anne Frank and her family show the
power of hope?
• Planning/PreWriting: Discover Your Ideas: Freewrite!
• Structure Ideas: Make a Plan
o Paraphrases as Text Evidence
o Narrative Order
Targeted Instruction
• Drafting: Students organize and write a first draft.
o Use Transitions to Relate Ideas
• Revising: Students evaluate and revise draft through peer review and
the “Revision Guide for Expository Essay”
o Varied Sentence Types
• Editing, Publishing and Presenting: Students edit for conventions and
proofread for inaccuracies.
o Semicolons
o Colons
Week 7 Quarter 1: Days 1 and 3 (All students must bring laptops) Note: No School Tuesday 9/23/25
I-Ready Diagnostic this week (Access through Clever/Schoology)
Remember to try your best on this diagnostic test, if you score below grade level it means more homework:
on/+ grade level = 45 minutes of I-Ready per week
1x grades below = 60 minutes of I-Ready per week
2x grades below = 90 minutes of I-Ready per week
Homework:
Students must complete 3x I-Ready Lessons- "My Path" (Due Wednesday 10/1/25)
(Note: Students must get a 70% or higher for completion and may redo the lesson(s) if available (70% = C, 80% = B, 90%+ = A)
If Time:
ensure all students have set up student notebooks - Notebook Setup Handout
Check/Review Quiz- So What Is a Primate?
Index card writing prompt: "My ELA Classroom Description": My classroom is still not fully decorated for an ELA classroom, for example it still has S.S. Bulletin board concepts up. Using all of your 5 senses, help me reimagine the ideal ELA classroom for room #550 based on your own pervious ELA classroom experiences as a student, and what you imagine as the ideal ELA classroom. What do you see decorating the walls, what posters are up, how is the environment/mood of the classroom, etc. Once again be sure to use your 5 senses like we did for our free writing landscape activity.
(UPCOMING)
Make sure all students have completed I-ready diagnostic test
-Finish/Check quiz The Diary of Anne Frank, Act 2
ensure all students have set up student notebooks - Notebook Setup Handout
Index card writing prompt: "My ELA Classroom Description": My classroom is still not fully decorated for an ELA classroom, for example it still has S.S. Bulletin board concepts up. Using all of your 5 senses, help me reimagine the ideal ELA classroom for room #550 based on your own pervious ELA classroom experiences as a student, and what you imagine as the ideal ELA classroom. What do you see decorating the walls, what posters are up, how is the environment/mood of the classroom, etc. Once again be sure to use your 5 senses like we did for our free writing landscape activity.
TEACH: PERFORMANCE TASK
Write an Expository Essay- Students write an expository essay that
answers the question:
In what ways do the experiences of Anne Frank and her family show the
power of hope?
• Planning/PreWriting: Discover Your Ideas: Freewrite!
• Structure Ideas: Make a Plan
o Paraphrases as Text Evidence
o Narrative Order
Targeted Instruction
• Drafting: Students organize and write a first draft.
o Use Transitions to Relate Ideas
• Revising: Students evaluate and revise draft through peer review and
the “Revision Guide for Expository Essay”
o Varied Sentence Types
• Editing, Publishing and Presenting: Students edit for conventions and
proofread for inaccuracies.
o Semicolons
o Colons
Week 6 Quarter 1
Day 1-
• Begin “The Diary of Anne Frank II”, by Frances
-If time begin Quiz The Diary of Anne Frank, Act 2
-Ellie Elie Weisel's- Night
Frank Family and World War 2 Timeline
CNN Article- Holocaust Survivors
Whole-Class Learning
Goodrich and Albert Hackett
• “Frank Family and World War II Timeline” pgs. 234-239
Continue/Finish- The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett
Discuss/Answer Questions The Diary of Anne Frank, Act I pg. 191-193
Day 3-
-Continue/ Finish answering pg. 227 #1-6
-Quiz The Diary of Anne Frank, Act 2
If Time Set Up Student Notebooks - Notebook Setup Handout
If time introduce Audio Frank Family and World War II Timeline pgs. 234-239
Day 5-
Set Up Student Notebooks - Notebook Setup Handout
If time Check Quiz- The Dairy of Anne Frank, Act 1
TEACH: PERFORMANCE TASK
Write an Expository Essay- Students write an expository essay that
answers the question:
In what ways do the experiences of Anne Frank and her family show the
power of hope?
• Planning/PreWriting: Discover Your Ideas: Freewrite!
• Structure Ideas: Make a Plan
o Paraphrases as Text Evidence
o Narrative Order
Targeted Instruction
• Drafting: Students organize and write a first draft.
o Use Transitions to Relate Ideas
• Revising: Students evaluate and revise draft through peer review and
the “Revision Guide for Expository Essay”
o Varied Sentence Types
• Editing, Publishing and Presenting: Students edit for conventions and
proofread for inaccuracies.
o Semicolons
o Colons
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Week 5 Quarter 1-
Continue/Finish- The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett
Discuss/Answer Questions The Diary of Anne Frank, Act I pg. 191-193
Article: Holocaust Survivors Demand Israel Help Refugees (CNN) – Holocaust survivors call for Israel to shelter Middle Eastern refugees.
Video: Why We Remember the Holocaust (US Holocaust Memorial Museum) Video explains why it is so important to remember the holocaust
-Quiz- from The Diary of Anne Frank, Act 1
• Build Insight
• Analyze and Interpret o Close Read
• Analyze and Interpret o Assessment(s) Exit Ticket: Dramatic Speeches
• Study Language and Craft o Assessment(s) Exit Ticket: Denotation and Connotation
• Study Language and Craft o Assessment(s) Exit Ticket: Language and Mood
Postponed-Begin notebook setup- Notebook Setup Handout
Postponed-Begin Vocabulary
All Grades:
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Vocabulary Benchmarks
ELA 6.7.8. V.1.1.: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA 6.7.8. V.1.2.: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases appropriate to grade level.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 4 Quarter 1- Note: No school Monday, Picture day is Friday
-Review B.E.S.T. Word Relationships and Context Clues
-Introduce B.E.S.T. Secondary Figurative Language
-Continue The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett • Build Insight (TE 191) • Analyze and Interpret (TE 192) o Close Read • Analyze and Interpret (TE 193) o Assessment(s) Exit Ticket: Dramatic Speeches • Study Language and Craft (TE 194) o Assessment(s) Exit Ticket: Denotation and Connotation • Study Language and Craft (TE 195) o Assessment(s) Exit Ticket: Language and Mood
-RETEACH AND PRACTICE • Dramatic Speeches (TE 193) • Denotation and Connotation (TE 194) • Language and Mood (TE 195)
-Additional Perspectives
Article: Holocaust Survivors Demand Israel Help Refugees (CNN) – Holocaust survivors call for Israel to shelter Middle Eastern refugees.
Video: Why We Remember the Holocaust (US Holocaust Memorial Museum) Video explains why it is so important to remember the holocaust
-Quiz- The Diary of Anne Frank, Act 1
-Writing Exercise
-Begin Vocabulary
The Diary of Anne Frank, Act I, by Frances Goodrich and Albert Hackett • Build Insight (TE 191) • Analyze and Interpret (TE 192) o Close Read • Analyze and Interpret (TE 193) o Assessment(s) Exit Ticket: Dramatic Speeches • Study Language and Craft (TE 194) o Assessment(s) Exit Ticket: Denotation and Connotation • Study Language and Craft (TE 195) o Assessment(s) Exit Ticket: Language and Mood
-FAST PM1 Monday 9/8/25
Postponed-Begin notebook setup- Notebook Setup Handout
Postponed-Begin Vocabulary
All Grades:
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Vocabulary Benchmarks
ELA 6.7.8. V.1.1.: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA 6.7.8. V.1.2.: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases appropriate to grade level.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 3 Quarter 1
Unit 2 Learning from History (SE) UNIT INTRODUCTION ACTIVITIES
• Motivate and Engage (TE 126) • Watch the Video- “The Holocaust”
• Table of Contents Preview (TE 127)
• Whole-Group EQ- In what ways do the experiences of Anne Frank and her family show the power of hope? (TE 127)
• Expert’s Opinion (TE 128) UNIT GOALS/GOAL SETTING (TE 128) • Goal Setting Video – Why Goal Setting Is Important
• Goal Setting Activities (TE 128) ACADEMIC VOCABULARY: ARGUMENT
• WORDS- theorize; sustain; declaration; pronounce; enumerate
• Practice (TE 129) MENTOR TEXT
• The Grand Mosque of Paris (TE 130-131)
• Word Network (TE 131)
• Summary Activity (TE 132)
• EQ Notes (TE 128)
• Icebreaker-Conduct a Discussion (TE 132) • QuickWrite (TE 133)
Days 1, 2
Periods: 1-6
B.E.S.T. Greek and Latin Roots Handout 6-8
1. Language Review: Check Wed
2. Setup Classroom Notebook
3. Continue Textbook Unit (Begin- The Diary of Anne Frank, Act 1)
Day 3
Periods 1-6
1.Language Review: Thursday
2.Academic Vocabulary
3.Continue Textbook Unit (Continue- The Diary of Anne Frank, Act 1)
Days 4,5
-Introduce B.E.S.T. Word Relationships and Context Clues
-Introduce B.E.S.T. Secondary Figurative Language
Periods 1-6
-Listen to audio- Saving Children from Nazis
-Listen to Audio and discuss- anne-franks-father-attempted-to-emigrate
-Continue/Discuss- The Diary of Anne Frank-Act 1
1.Language Review: Study Game
2.Review Vocab Sentences
3.Share
(UPCOMING)
Periods 1-6
1.Language Review: Quick Study
2.Take the Language Review Quiz
3.Turn-in your work to inbox
Assessment:
FAST ELA Reading test: May 2026
***Parents and Students: Remember strategies/activities above change day to day or sometimes in the middle of the lesson to accommodate students' needs. ***
All Grades:
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Researching
ELA 6.7.8.C.4.1.: Conduct Research to answer a question
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
Vocabulary Benchmarks
ELA 6.7.8. V.1.1.: Integrate academic vocabulary appropriate to grade level in speaking and writing.
ELA 6.7.8. V.1.2.: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases appropriate to grade level.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 2 Quarter 1
-Introduce B.E.S.T. Greek and Latin Roots Handout 6-8
-Introduce B.E.S.T. Prefixes 6-8
-Introduce B.E.S.T. Suffixes 6-8
-----------------------UPCOMING-------------------------
-Introduce B.E.S.T. Word Relationships and Context Clues
-Introduce B.E.S.T. Secondary Figurative Language
Important Reminders:
1. All Classes: ELA Syllabus: due by Friday, August 22, 2025
2. Mini-Project-MIAMI: The History of My-Am-Me: (Your Name): due Thursday/Friday 8/21/25, 8/22/25
- We are super excited to meet again and start this fantastic new year because you are here!!!
Weekly Activities: 8/18-8/22
Monday, 8/18, Tuesday, 8/19
Periods 1-6
Homeroom:
1)Please return emergency card ASAP.
2.Write: (Friday turn in) Mini-Project-MIAMI: The History of My-Am-Me: (Your Name)
On the human outline write a paragraph or two about YOU. Things to possibly include:
Write a description that includes who you are. You are welcome to include your culture, where you were Born, elementary school, hobbies/favorite activities, music, television shows, celebrities, some of your favorite places you have been, what you did this summer, etc. We will be adding wings to this human outline, so you can begin "Soaring to new adventures." Be sure to decorate and color in your My-Am-Me personal history creation.
All Periods
All Periods Introduce/Review the E.L.A Syllabus
-Introduce B.E.S.T. Greek and Latin Roots Handout 6-8
1. First Routine
2. Names Game
3. Quick Listen
Periods: 1-6
1. First Routine
2. Class Game
3. Discussion
Wednesday, 8/20, Thursday, 8/21
Periods 1-6
-Introduce B.E.S.T. Prefixes 6-8
-Introduce B.E.S.T. Suffixes 6-8
1.First Routine
2.Write: ((Due: Thursday, Friday- turn in at the beginning of class) Mini-Project-MIAMI: The History of My-Am-Me: (Your Name)
On the human outline write a paragraph or two about YOU. Things to possibly include:
Write a description that includes who you are. You are welcome to include your culture, where you were Born, elementary school, hobbies/favorite activities, music, television shows, celebrities, some of your favorite places you have been, what you did this summer, etc. We will be adding wings to this human outline, so you can begin "Soaring to new adventures." Be sure to decorate and color in your My-Am-Me personal history creation.
3.Start Assignment: ***Thursday/Friday 8/21/25, 8/22/25
3.Start Assignment: ***Thursday/Friday 8/21/25, 8/22/25
Periods 1-6
1.First Routine
2.Packet:
Before: First Read
During: Post-it Note
After: Answer 3 Questions
3.Work on Dream Keeper Wall Activity
Friday, 8/22
***Make sure all Students have completed the FL_Fortify Video***
-Introduce B.E.S.T. Suffixes 6-8
-Read pgs. 6-7 and answer questions on page 7-9
1.First Routine/Turn-in Class Syllabus
2.Packet: Second Read: Practice Before, During, After Strategies
3.Turn-in Mini-Project-MIAMI: The History of My-Am-Me: (Your Name)
On the human outline write a paragraph or two about YOU. Things to possibly include:
Write a description that includes who you are. You are welcome to include your culture, where you were Born, elementary school, hobbies/favorite activities, music, television shows, celebrities, some of your favorite places you have been, what you did this summer, etc. We will be adding wings to this human outline, so you can begin "Soaring to new adventures." Be sure to decorate and color in your My-Am-Me personal history creation.
If time begin ebook introduction. -If time begin activity on page 10
Assessment:
FAST ELA Reading test: May 2026
Reading Process Benchmarks
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Communicating through Writing Benchmarks
ELA.6.7.8. C.1.5.: Improve writing by planning.
ELA.6.7.8. C.1.2.: Write personal narratives.
Vocabulary Benchmarks
ELA.6.7.8. V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.
ELA 6.7.8. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 1 Quarter 1
Introduction
Syllabus
ELA.6.7.8 V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Benchmark Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks
independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.
Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current
grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
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Note: Lessons/activities/homework are subject to change at the teacher's discretion.