E.L.A. 8th Grade
Week 7 Quarter 3
-First 20 minutes work on I -ready: Students must complete 4x I-Ready "My Path" Lessons each week
Review: Discuss: •Poetic Structure
Introduce• Multiple-Meaning Words
(Note: Due to required February Mental Health Videos this content was not finished last week)
Review TEXT: “Bird” by Liz Berry (pgs. 52-53) and “Ode to Teachers” (pg. 54) by Pat Mora
Make Sure you Have Added Concept Vocabulary to notebook: callousing, calcified, battered, thorny, tangled
Answer Build Insight Questions 1-8 pg. 55 “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
RETEACH AND PRACTICE
•PowerPoint: Exit Ticket- Bird and Ode to Teachers
Quiz: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 3/8/26)
(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)
Additional Media Links:
• Exploring Afghanistan through ‘The Kite Runner’
• Teen Girls in Kabul
• The Price of Combat and ‘The Red Badge of Courage
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. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 6 Quarter 3-
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 3/1/26)
(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)
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-First 20 minutes work on I -ready: Students must complete 4x I-Ready "My Path" Lessons each week
Discuss EQ: What are some of the challenges of growing up?
Daily discussions relating to EQ:
Audio- Syrian Teenager Supports His Family
Review PowerPoint: Exit Ticket-The Banana Tree
Discuss: •Poetic Structure
TEXT: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
COMPARE WITHIN GENRE
About the Poems (Poetry) pgs. 48-49
Background pg. 51
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-First 20 minutes work on I -ready: Students must complete 4x I-Ready "My Path" Lessons each week
Discuss EQ: What are some of the challenges of growing up?
Daily discussions relating to EQ:
Audio-Debate: • Exploring Afghanistan through ‘The Kite Runner’
•Multiple-Meaning Words
“Bird” by Liz Berry (pgs. 52-53) and “Ode to Teachers” (pg. 54) by Pat Mora
Add Concept Vocabulary to notebook: callousing, calcified, battered, thorny, tangled
Answer Build Insight Questions 1-8 pg. 55 “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
RETEACH AND PRACTICE
•Poetic Structure
•Multiple-Meaning Words (TE 58)
•Implied and Extended Metaphor (TE 59)
•PowerPoint: Exit Ticket- Bird and Ode to Teachers
Quiz: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Additional Media Links:
• Exploring Afghanistan through ‘The Kite Runner’
• Teen Girls in Kabul
• The Price of Combat and ‘The Red Badge of Courage
Week 5 Quarter 3
Make sure all students have completed Quiz- The Banana Tree
Review PowerPoint: Exit Ticket-The Banana Tree
Discuss EQ: What are some of the challenges of growing up?
Audio- A Quincenera Story
Video: Karla's Quincenera
TEXT: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
COMPARE WITHIN GENRE
About the Poems
“Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Add Concept Vocabulary to notebook: callousing, calcified, battered, thorny, tangled
Answer Build Insight Questions “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
RETEACH AND PRACTICE
•Poetic Structure
•Multiple-Meaning Words (TE 58)
•Implied and Extended Metaphor (TE 59)
•PowerPoint: Exit Ticket- Bird and Ode to Teachers
Quiz: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/22/26)
(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)
Media Links:
Audio-Debate: Should 16-year-olds Be Allowed to Vote?
Audio- Syrian Teenager Supports His Family
Week 4 Quarter 3
-Note: I-Ready Reading Diagnostic PM2 Test 2/9/26-2/12/26 (all students must bring their M-DCPS provided laptops/charger to school)
Collect- Student Notebooks/Check Vocabulary
Week 3 Quarter 3- Note: I-Ready Reading Diagnostic Test 2/9/26 and 2/10/26
First 15 minutes- work on I-Ready My Path Lessons
EQ: What are some of the challenges of growing up?
Review the Video- “Dear Graduates – A Message from Kid President”
Discuss/Review Exit Ticket PPT-The Medicine Bag
Quiz- The Medicine Bag
Make sure you have added the following vocabulary terms to your notebook from The Medicine Bag :
Discuss EQ: What are some of the challenges of growing up?
Introduce Fiction/Reading Adventure Stories (pgs. 30-32)- Audio Summary of “The Banana Tree” by James Berry
TEXT Read: “The Banana Tree” by James Berry (pgs. 33-40
Accessible Level Selection: “The Banana Tree” by James Berry
If Time-Answer Build Insight Questions #1-7
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First 15 minutes- work on I-Ready My Path Lessons
Blooket Review- Fast ELA Middle School
Discuss EQ: What are some of the challenges of growing up?
Introduce Fiction/Reading Adventure Stories (pgs. 30-32)- Audio Summary of “The Banana Tree” by James Berry
TEXT Read: “The Banana Tree” by James Berry (pgs. 33-40
Accessible Level Selection: “The Banana Tree” by James Berry
Answer Build Insight Questions #1-7 (pg. 41) “The Banana Tree”
Quiz- “The Banana Tree” by James Berry
Make sure you have added the following vocabulary terms to your notebook from “The Banana Tree”
“The Banana Tree” Concept Vocabulary: merciless, calamity, tormented, tempestuous, impeded, relentlessly
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/15/26)
(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)
Media Links:
Audio-Debate: Should 16-year-olds Be Allowed to Vote?
Audio- Syrian Teenager Supports His Family
Audio- A Quincenera Story
Video: Karla's Quincenera
ELA.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Week 2 Quarter 3- Note: 8th grade field trip may affect this schedule.
Note: Period 6 students need to complete District Mandated Mental Health Videos Topic: Prevention
UNIT 1- Rites of Passage (all students must write their name, date, and period at the top of provided packet Read and work on pgs. 15-23)
EQ: What are some of the challenges of growing up?
READ-Red Roses (pg. 6-7)
Write a summary of Red Roses pg. 8
pg. 9 write a response to the Essential Question: What are some of the challenges of growing up?
• The Medicine Bag-ACCESSIBLE LEVELED SELECTION
Read pg. 12 Learn About Genre: Fiction- The Medicine Bag
• The Medicine Bag (read pgs. 15-22)
• Answer Questions page 23 #1-7
Answer questions in workbookpages provided/separate sheet of paper and staple
When finished- work on I-Ready My Path Lessons
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/1/26)
(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
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UNIT 1- Rites of Passage (all students must write their name, date, and period at the top of provided packet Read and work on pgs. ) 6-9
EQ: What are some of the challenges of growing up?
Audio Hook-
• Aging Out of Foster Care
• A 13-year-old Child Migrant Tells His Story
READ-Red Roses (pg. 6-7)
Write a summary of Red Roses pg. 8
pg. 9 write a response to the Essential Question: What are some of the challenges of growing up?
Discuss Responses to EQ
Review The Medicine Bag (pgs. 15-22)
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Work on/Discuss Questions answered last class page 23 #1-7
When finished- work on I-Ready My Path Lessons
Blooket review
Quiz- The Medicine Bag
When finished add the following vocabulary terms to your notebook:
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/1/26)
(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.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Week 1 Quarter 3- Note: Mandatory Mental Health Videos will be on Thursday and Friday
Days 1,2-
-First 20 minutes work on I-ready: Students must complete 4x I-Ready "My Path" Lessons each week
Audio Hook-
• Aging Out of Foster Care
• A 13-year-old Child Migrant Tells His Story
UNIT 1- Rites of Passage
EQ: What are some of the challenges of growing up?
Watch the Video- “Dear Graduates – A Message from Kid President” (pg. 2)
Review- Why Goal Setting Is Important (pg. 4)
Introduce vocabulary WORDS- attribute; gratifying; persistent; induce; inspire (pg. 5) (Notebook: Write vocabulary words and definitions in last 20 pgs.)
Vocabulary
UNIT 1- Rites of Passage
READ-Red Roses (pgs. 6-7)
• Word Network; Summary Activity; EQ Notes; Icebreaker-Create a Timeline; Quickwrite (pgs. 7-9)
Answer questions in workbook/notebook
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 1/25/26)
(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
Days 3,4-
District Mandated Mental Health Videos
Topic: Prevention
-Noticing Red Flags
-Influences on...
-Effects of Social Media
Review- Teaching Writing- Argumentative/Expository Writing
-Begin draft ideas for Argumentative Essay
Students are to take the following notes in their notebooks:
ELA.8. V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Week 10 Quarter 2- Note: No School 1/16/26 (End of Quarter 2)
Day 1-
first 20 minutes--Students must complete 4x I-Ready "My Path" Lessons each week- (Due Sunday 1/18/26)
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Review:
Essential Question: When is it right to take a stand?
Review-Debate: Would You Risk Arrest for Something You Believe In?
Review-Ruby Bridges on Her Experience Desegregating a School
• Traditional Fairy Tale by the Brothers “Briar Rose” (Pg.371-376)
Take summary notes on provided handout and answer workbook questions pg. 376 #1-8 on a separate sheet of lined paper
-Quiz • Traditional Fairy Tale by the Brothers “Briar Rose”
Organize Student Folders
If Time Review FAST ELA Vocabulary (Blooket)
Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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 2-
1st 30 minutes: Teacher assigned I-Ready
Lesson 1: Get Ready to Read About Tech on the Go
Lesson 2: Read About Movement Making Energy
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Review:
Organize Student Folders
Review- Teaching Writing- Argumentative/Expository Writing
-Begin draft ideas for Argumentative Essay
Essential Question: Is Technology helpful or harmful to society?
Review SELECTION AUDIO• “Is Our Gain Also Our Loss” by Cailin Loesch page 306
Quiz-“Is Our Gain Also Our Loss” by Cailin Loesch
Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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
Week 9 Quarter 2-
Classwork/Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Essential Question: When is it right to take a stand?
Debate: Would You Risk Arrest for Something You Believe In?Ruby Bridges on Her Experience Desegregating a School
Review- Teaching Writing- Argumentative/Expository Writing
ACCESSIBLE LEVELED SELECTION • Traditional Fairy Tale by the Brothers “Briar Rose” (TE 368A-379)
Take notes on provided handout and answer workbook questions on a separate sheet of lined paper
SELECTION AUDIO “Briar Rose” (TE 368A-379)
• Traditional Fairy Tale by the Brothers “Briar Rose” (Pg.371-376)
Take summary notes on provided handout and answer workbook questions pg. 376 #1-8 on a separate sheet of lined paper
-If time- Quiz • Traditional Fairy Tale by the Brothers “Briar Rose”
If Time Review FAST ELA Vocabulary (Blooket)
Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to
determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Winter Break work:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/4/26)
(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)
Week 8 Quarter 2- - Note: Parent PM2 Test Letter- Note: 12/15/25 FAST PM 2 MATH (100 minutes)- All students with school supplied laptops must bring school laptops with charger
Note: BMI 6th Grade screenings in A2: Friday, 12/19/25 - 6th grade
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/21/25)
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
-Holiday Celebration Week:
Tuesday- Field Day
-Thursday- Middle School Holiday Celebration
1. Organize
2.. Begin/Continue/Finish Compass Mental Health Videos- 8th- Benefits of Volunteering, Using My Skills to Improve, Being an Upstander
3. Work on I-Ready
4. Vocabulary Review
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/21/25)
(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.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Week 7 Quarter 2- - Note: Parent PM2 Test Letter- Note: FAST PM2 12/8/25 ELA (90 minutes) and NEW date 12/15/25 MATH (100 minutes)- All students with school supplied laptops must bring school laptops with charger
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Begin/Continue Compass Mental Health Videos- 8th- Benefits of Volunteering, Using My Skills to Improve, Being an Upstander
PowerPoint Project (Due 12/8/25): technologysocietyppt-templateF.pptx
IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MY PERSPECTIVE?
Students are to research how technology has been used in society since they were born, current technologies, as well as upcoming technologies that will shape the future. Note: Students are to include sources of websites/files/articles used in their Sources Page slide:
Slide 1- Title Slide- IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MYPERSPECTIVE? (Add your Name, Date, Period #, and an image relevant to the title)
Slide 2- How has technology shaped/influenced your personal life? (Local) (5 Sentence minimum/Be sure to have at least 1 image of you/one relevant image)
Slide 3- Essential Question: Is Technology helpful or harmful to society? (Global) (5 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 4- (3 Sentence minimum for each Question/Be sure to have at least 1 relevant image)
What technology are you thankful for/What technology do you recommend as helpful to society? (Global)
What technology do you feel is harmful to society? (Global)
Slide 5-
How do you think technology will change your life and our society in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 6-
How do you think technology will shape the world in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 7-
Sources Page
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/14/25)
(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 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Begin/Continue Compass Mental Health Videos- 8th- Benefits of Volunteering, Using My Skills to Improve, Being an Upstander
PowerPoint Project (Due 12/8/25): technologysocietyppt-templateF.pptx
Essential Question: When is it right to take a stand?
Media Connection-NY Judge Overturns Bloomberg’s Soda Ban
Introduce-Compare nonfiction pg. 342 “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Read Text pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Answer Questions Build Insight pg. 347 #1-6
Quiz pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/23/25)
(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.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 6 Quarter 2- - Note: Parent PM2 Test Letter- Note: FAST PM2 12/8/25 ELA (120 minutes) and NEW date 12/15/25 MATH (100 minutes)- All students with school supplied laptops must bring school laptops with charger
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Blooket Review Florida BEST Standards ELA
PowerPoint Project (Due 12/8/25): technologysocietyppt-templateFINAL.pptx
IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MY PERSPECTIVE?
Students are to research how technology has been used in society since they were born, current technologies, as well as upcoming technologies that will shape the future. Note: Students are to include sources of websites/files/articles used in their Sources Page slide:
Slide 1- Title Slide- IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MY PERSPECTIVE? (Add your Name, Date, Period #, and an image relevant to the title)
Slide 2- How has technology shaped/influenced your personal life? (Local) (5 Sentence minimum/Be sure to have at least 1 image of you/one relevant image)
Slide 3- Essential Question: Is Technology helpful or harmful to society? (Global) (5 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 4- (3 Sentence minimum for each Question/Be sure to have at least 1 relevant image)
What technology are you thankful for/What technology do you recommend as helpful to society? (Global)
What technology do you feel is harmful to society? (Global)
Slide 5-
How do you think technology will change your life and our society in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 6-
How do you think technology will shape the world in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 7-
Sources Page
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/5/25)
(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)
Week 5 Quarter 2-
Day 1-
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Begin/Continue Compass Mental Health Videos- Walking In Someone Else's Shoes, Managing Our Time, SHIELDS Strategy (Using Your WindSHIELD)
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/23/25)
(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)
Days 3, 5-
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Essential Question: When is it right to take a stand?
Media Connection-NY Judge Overturns Bloomberg’s Soda Ban
Introduce-Compare nonfiction pg. 342 “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Read Text pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Answer Questions Build Insight pg. 347 #1-6
Quiz pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/23/25)
(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.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 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.
-First 20 minutes work on I -ready: Students must complete 4x I-Ready "My Path" Lessons each week
Review: Discuss: •Poetic Structure
Introduce• Multiple-Meaning Words
(Note: Due to required February Mental Health Videos this content was not finished last week)
Review TEXT: “Bird” by Liz Berry (pgs. 52-53) and “Ode to Teachers” (pg. 54) by Pat Mora
Make Sure you Have Added Concept Vocabulary to notebook: callousing, calcified, battered, thorny, tangled
- Callousing: The process of forming a callus; hardening and thickening of skin or tissue, typically due to repeated friction, pressure, or manual labor.
- Calcified: Became hard, rigid, and unchanging; often refers to tissue that has become hardened by a deposit of calcium salts, or metaphorically, something that has become fixed and unyielding.
- Battered: Beaten, injured, or damaged by hard blows, rough usage, or neglect.
- Thorny: Full of thorns; figuratively, it describes something that is difficult, complicated, tough, or painful.
- Tangled: Very complex, knotty, twisted, and confused.
Answer Build Insight Questions 1-8 pg. 55 “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
RETEACH AND PRACTICE
•PowerPoint: Exit Ticket- Bird and Ode to Teachers
Quiz: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 3/8/26)
(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)
Additional Media Links:
• Exploring Afghanistan through ‘The Kite Runner’
• Teen Girls in Kabul
• The Price of Combat and ‘The Red Badge of Courage
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. V.1.3.: Apply knowledge of context clues, figurative language, word relationships, etc.
Week 6 Quarter 3-
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 3/1/26)
(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)
---------------------------------------------------------
-First 20 minutes work on I -ready: Students must complete 4x I-Ready "My Path" Lessons each week
Discuss EQ: What are some of the challenges of growing up?
Daily discussions relating to EQ:
Audio- Syrian Teenager Supports His Family
Review PowerPoint: Exit Ticket-The Banana Tree
Discuss: •Poetic Structure
TEXT: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
COMPARE WITHIN GENRE
About the Poems (Poetry) pgs. 48-49
Background pg. 51
------------------------------
-First 20 minutes work on I -ready: Students must complete 4x I-Ready "My Path" Lessons each week
Discuss EQ: What are some of the challenges of growing up?
Daily discussions relating to EQ:
Audio-Debate: • Exploring Afghanistan through ‘The Kite Runner’
•Multiple-Meaning Words
“Bird” by Liz Berry (pgs. 52-53) and “Ode to Teachers” (pg. 54) by Pat Mora
Add Concept Vocabulary to notebook: callousing, calcified, battered, thorny, tangled
- Callousing: The process of forming a callus; hardening and thickening of skin or tissue, typically due to repeated friction, pressure, or manual labor.
- Calcified: Became hard, rigid, and unchanging; often refers to tissue that has become hardened by a deposit of calcium salts, or metaphorically, something that has become fixed and unyielding.
- Battered: Beaten, injured, or damaged by hard blows, rough usage, or neglect.
- Thorny: Full of thorns; figuratively, it describes something that is difficult, complicated, tough, or painful.
- Tangled: Very complex, knotty, twisted, and confused.
Answer Build Insight Questions 1-8 pg. 55 “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
RETEACH AND PRACTICE
•Poetic Structure
•Multiple-Meaning Words (TE 58)
•Implied and Extended Metaphor (TE 59)
•PowerPoint: Exit Ticket- Bird and Ode to Teachers
Quiz: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Additional Media Links:
• Exploring Afghanistan through ‘The Kite Runner’
• Teen Girls in Kabul
• The Price of Combat and ‘The Red Badge of Courage
Week 5 Quarter 3
Make sure all students have completed Quiz- The Banana Tree
Review PowerPoint: Exit Ticket-The Banana Tree
Discuss EQ: What are some of the challenges of growing up?
Audio- A Quincenera Story
Video: Karla's Quincenera
TEXT: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
COMPARE WITHIN GENRE
About the Poems
“Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Add Concept Vocabulary to notebook: callousing, calcified, battered, thorny, tangled
- Callousing: The process of forming a callus; hardening and thickening of skin or tissue, typically due to repeated friction, pressure, or manual labor.
- Calcified: Became hard, rigid, and unchanging; often refers to tissue that has become hardened by a deposit of calcium salts, or metaphorically, something that has become fixed and unyielding.
- Battered: Beaten, injured, or damaged by hard blows, rough usage, or neglect.
- Thorny: Full of thorns; figuratively, it describes something that is difficult, complicated, tough, or painful.
- Tangled: Very complex, knotty, twisted, and confused.
Answer Build Insight Questions “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
RETEACH AND PRACTICE
•Poetic Structure
•Multiple-Meaning Words (TE 58)
•Implied and Extended Metaphor (TE 59)
•PowerPoint: Exit Ticket- Bird and Ode to Teachers
Quiz: “Bird” by Liz Berry and “Ode to Teachers” by Pat Mora
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/22/26)
(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)
Media Links:
Audio-Debate: Should 16-year-olds Be Allowed to Vote?
Audio- Syrian Teenager Supports His Family
Week 4 Quarter 3
-Note: I-Ready Reading Diagnostic PM2 Test 2/9/26-2/12/26 (all students must bring their M-DCPS provided laptops/charger to school)
Collect- Student Notebooks/Check Vocabulary
Week 3 Quarter 3- Note: I-Ready Reading Diagnostic Test 2/9/26 and 2/10/26
First 15 minutes- work on I-Ready My Path Lessons
EQ: What are some of the challenges of growing up?
Review the Video- “Dear Graduates – A Message from Kid President”
Discuss/Review Exit Ticket PPT-The Medicine Bag
Quiz- The Medicine Bag
Make sure you have added the following vocabulary terms to your notebook from The Medicine Bag :
- Attribute : A quality, feature, or characteristic belonging to a person or thing
- Gratifying: Giving pleasure, satisfaction, or a sense of fulfillment.
- Persistent: Continuing firmly in a course of action,, opinion, or purpose despite difficulty, opposition, or discouragement.
- Induce: To persuade, influence, or lead someone to do something; also, to bring about, produce, or cause something to happen (e.g., "induce sleep").
- Inspire: To fill someone with the urge or ability to do or feel something, particularly something creative; to motivate or stimulate.
Discuss EQ: What are some of the challenges of growing up?
Introduce Fiction/Reading Adventure Stories (pgs. 30-32)- Audio Summary of “The Banana Tree” by James Berry
TEXT Read: “The Banana Tree” by James Berry (pgs. 33-40
Accessible Level Selection: “The Banana Tree” by James Berry
If Time-Answer Build Insight Questions #1-7
-----------------
First 15 minutes- work on I-Ready My Path Lessons
Blooket Review- Fast ELA Middle School
Discuss EQ: What are some of the challenges of growing up?
Introduce Fiction/Reading Adventure Stories (pgs. 30-32)- Audio Summary of “The Banana Tree” by James Berry
TEXT Read: “The Banana Tree” by James Berry (pgs. 33-40
Accessible Level Selection: “The Banana Tree” by James Berry
Answer Build Insight Questions #1-7 (pg. 41) “The Banana Tree”
Quiz- “The Banana Tree” by James Berry
Make sure you have added the following vocabulary terms to your notebook from “The Banana Tree”
“The Banana Tree” Concept Vocabulary: merciless, calamity, tormented, tempestuous, impeded, relentlessly
- Merciless: Having or showing no pity or mercy; pitiless.
- Calamity: A disastrous event marked by great loss, lasting distress, and misfortune.
- Tormented: Afflicted with great pain, suffering, or mental anguish.
- Tempestuous: Characterized by strong, turbulent, or conflicting emotions; violently stormy.
- Impeded: Delayed, obstructed, or slowed the progress of.
- Relentlessly: In a manner that continues without stopping; harsh, unyielding, or persistent intensity.
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/15/26)
(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)
Media Links:
Audio-Debate: Should 16-year-olds Be Allowed to Vote?
Audio- Syrian Teenager Supports His Family
Audio- A Quincenera Story
Video: Karla's Quincenera
ELA.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Week 2 Quarter 3- Note: 8th grade field trip may affect this schedule.
Note: Period 6 students need to complete District Mandated Mental Health Videos Topic: Prevention
UNIT 1- Rites of Passage (all students must write their name, date, and period at the top of provided packet Read and work on pgs. 15-23)
EQ: What are some of the challenges of growing up?
READ-Red Roses (pg. 6-7)
Write a summary of Red Roses pg. 8
pg. 9 write a response to the Essential Question: What are some of the challenges of growing up?
• The Medicine Bag-ACCESSIBLE LEVELED SELECTION
Read pg. 12 Learn About Genre: Fiction- The Medicine Bag
• The Medicine Bag (read pgs. 15-22)
• Answer Questions page 23 #1-7
Answer questions in workbookpages provided/separate sheet of paper and staple
When finished- work on I-Ready My Path Lessons
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/1/26)
(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
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UNIT 1- Rites of Passage (all students must write their name, date, and period at the top of provided packet Read and work on pgs. ) 6-9
EQ: What are some of the challenges of growing up?
Audio Hook-
• Aging Out of Foster Care
• A 13-year-old Child Migrant Tells His Story
READ-Red Roses (pg. 6-7)
Write a summary of Red Roses pg. 8
pg. 9 write a response to the Essential Question: What are some of the challenges of growing up?
Discuss Responses to EQ
Review The Medicine Bag (pgs. 15-22)
---------------------------------
Work on/Discuss Questions answered last class page 23 #1-7
When finished- work on I-Ready My Path Lessons
Blooket review
Quiz- The Medicine Bag
When finished add the following vocabulary terms to your notebook:
- Attribute : A quality, feature, or characteristic belonging to a person or thing
- Gratifying: Giving pleasure, satisfaction, or a sense of fulfillment.
- Persistent: Continuing firmly in a course of action,, opinion, or purpose despite difficulty, opposition, or discouragement.
- Induce: To persuade, influence, or lead someone to do something; also, to bring about, produce, or cause something to happen (e.g., "induce sleep").
- Inspire: To fill someone with the urge or ability to do or feel something, particularly something creative; to motivate or stimulate.
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 2/1/26)
(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.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Week 1 Quarter 3- Note: Mandatory Mental Health Videos will be on Thursday and Friday
Days 1,2-
-First 20 minutes work on I-ready: Students must complete 4x I-Ready "My Path" Lessons each week
Audio Hook-
• Aging Out of Foster Care
• A 13-year-old Child Migrant Tells His Story
UNIT 1- Rites of Passage
EQ: What are some of the challenges of growing up?
Watch the Video- “Dear Graduates – A Message from Kid President” (pg. 2)
Review- Why Goal Setting Is Important (pg. 4)
Introduce vocabulary WORDS- attribute; gratifying; persistent; induce; inspire (pg. 5) (Notebook: Write vocabulary words and definitions in last 20 pgs.)
Vocabulary
UNIT 1- Rites of Passage
- Attribute: A quality or characteristic belonging to a person or thing. In psychology, it refers to causal explanations (attributions) individuals create for events, which can vary in stability and controllability and influence future motivation.
- Gratifying: Producing pleasure, satisfaction, or rewarding, often used in the context of positive reinforcers that create desirable states.
- Persistent: Showing continued, goal-directed behavior despite obstacles, often linked to high motivation and the belief that actions are controllable and changeable.
- Induce: To bring about, cause, or stimulate a specific behavior or emotion, such as inducing "approach behavior" through rewarding stimuli.
- Inspire: To stimulate or motivate individuals (e.g., in teamwork or leadership) to achieve goals, act, or reach their potential.
READ-Red Roses (pgs. 6-7)
• Word Network; Summary Activity; EQ Notes; Icebreaker-Create a Timeline; Quickwrite (pgs. 7-9)
Answer questions in workbook/notebook
Homework:
-Students must complete 4x I-Ready "My Path" Lessons each week (Due Sunday 1/25/26)
(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
Days 3,4-
District Mandated Mental Health Videos
Topic: Prevention
-Noticing Red Flags
-Influences on...
-Effects of Social Media
Review- Teaching Writing- Argumentative/Expository Writing
-Begin draft ideas for Argumentative Essay
Students are to take the following notes in their notebooks:
- Ethos (Credibility/Ethics):
- What it is: Appealing to the audience's trust in the speaker's character, expertise, or authenticity.
- Example: A financial advisor showing their degree, or a grandparent saying, "Trust me, I'm your grandpa, I want what's best for you".
- Pathos (Emotion):
- What it is: Stirring the audience's feelings (sadness, anger, joy, fear) to persuade them.
- Example: A commercial showing a sad kitten to encourage donations, or a speech about the dangers of not taking action.
- Logos (Logic):
- What it is: Using reason, facts, statistics, data, and logical arguments.
- Example: Citing studies that German Shepherds are good pets for busy people, or arguing for a delivery service using COVID-19 risks.
- Analyzing Texts: Students identify these appeals in famous speeches or persuasive essays to understand how authors persuade.
- Writing Assignments: Students create their own arguments (e.g., convincing the principal for a Starbucks) using all three appeals.
- Debate: Essential for building strong, well-rounded arguments that connect with both logic and emotion.
ELA.8. V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.
Week 10 Quarter 2- Note: No School 1/16/26 (End of Quarter 2)
Day 1-
first 20 minutes--Students must complete 4x I-Ready "My Path" Lessons each week- (Due Sunday 1/18/26)
-----------------------------------------
Review:
Essential Question: When is it right to take a stand?
Review-Debate: Would You Risk Arrest for Something You Believe In?
Review-Ruby Bridges on Her Experience Desegregating a School
• Traditional Fairy Tale by the Brothers “Briar Rose” (Pg.371-376)
Take summary notes on provided handout and answer workbook questions pg. 376 #1-8 on a separate sheet of lined paper
-Quiz • Traditional Fairy Tale by the Brothers “Briar Rose”
Organize Student Folders
If Time Review FAST ELA Vocabulary (Blooket)
Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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 2-
1st 30 minutes: Teacher assigned I-Ready
Lesson 1: Get Ready to Read About Tech on the Go
Lesson 2: Read About Movement Making Energy
----------------------------
Review:
Organize Student Folders
Review- Teaching Writing- Argumentative/Expository Writing
-Begin draft ideas for Argumentative Essay
Essential Question: Is Technology helpful or harmful to society?
Review SELECTION AUDIO• “Is Our Gain Also Our Loss” by Cailin Loesch page 306
Quiz-“Is Our Gain Also Our Loss” by Cailin Loesch
Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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
- Ethos (Credibility/Ethics):
- What it is: Appealing to the audience's trust in the speaker's character, expertise, or authenticity.
- Example: A financial advisor showing their degree, or a grandparent saying, "Trust me, I'm your grandpa, I want what's best for you".
- Pathos (Emotion):
- What it is: Stirring the audience's feelings (sadness, anger, joy, fear) to persuade them.
- Example: A commercial showing a sad kitten to encourage donations, or a speech about the dangers of not taking action.
- Logos (Logic):
- What it is: Using reason, facts, statistics, data, and logical arguments.
- Example: Citing studies that German Shepherds are good pets for busy people, or arguing for a delivery service using COVID-19 risks.
- Analyzing Texts: Students identify these appeals in famous speeches or persuasive essays to understand how authors persuade.
- Writing Assignments: Students create their own arguments (e.g., convincing the principal for a Starbucks) using all three appeals.
- Debate: Essential for building strong, well-rounded arguments that connect with both logic and emotion.
Week 9 Quarter 2-
Classwork/Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Essential Question: When is it right to take a stand?
Debate: Would You Risk Arrest for Something You Believe In?Ruby Bridges on Her Experience Desegregating a School
Review- Teaching Writing- Argumentative/Expository Writing
ACCESSIBLE LEVELED SELECTION • Traditional Fairy Tale by the Brothers “Briar Rose” (TE 368A-379)
Take notes on provided handout and answer workbook questions on a separate sheet of lined paper
SELECTION AUDIO “Briar Rose” (TE 368A-379)
• Traditional Fairy Tale by the Brothers “Briar Rose” (Pg.371-376)
Take summary notes on provided handout and answer workbook questions pg. 376 #1-8 on a separate sheet of lined paper
-If time- Quiz • Traditional Fairy Tale by the Brothers “Briar Rose”
If Time Review FAST ELA Vocabulary (Blooket)
Homework:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/11/26)
(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.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to
determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Winter Break work:
-Students must complete 4x I-Ready "My Path" Lessons over Winter Break- (Due Sunday 1/4/26)
(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)
Week 8 Quarter 2- - Note: Parent PM2 Test Letter- Note: 12/15/25 FAST PM 2 MATH (100 minutes)- All students with school supplied laptops must bring school laptops with charger
Note: BMI 6th Grade screenings in A2: Friday, 12/19/25 - 6th grade
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/21/25)
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
-Holiday Celebration Week:
Tuesday- Field Day
-Thursday- Middle School Holiday Celebration
1. Organize
2.. Begin/Continue/Finish Compass Mental Health Videos- 8th- Benefits of Volunteering, Using My Skills to Improve, Being an Upstander
3. Work on I-Ready
4. Vocabulary Review
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/21/25)
(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.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Week 7 Quarter 2- - Note: Parent PM2 Test Letter- Note: FAST PM2 12/8/25 ELA (90 minutes) and NEW date 12/15/25 MATH (100 minutes)- All students with school supplied laptops must bring school laptops with charger
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Begin/Continue Compass Mental Health Videos- 8th- Benefits of Volunteering, Using My Skills to Improve, Being an Upstander
PowerPoint Project (Due 12/8/25): technologysocietyppt-templateF.pptx
IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MY PERSPECTIVE?
Students are to research how technology has been used in society since they were born, current technologies, as well as upcoming technologies that will shape the future. Note: Students are to include sources of websites/files/articles used in their Sources Page slide:
Slide 1- Title Slide- IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MYPERSPECTIVE? (Add your Name, Date, Period #, and an image relevant to the title)
Slide 2- How has technology shaped/influenced your personal life? (Local) (5 Sentence minimum/Be sure to have at least 1 image of you/one relevant image)
Slide 3- Essential Question: Is Technology helpful or harmful to society? (Global) (5 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 4- (3 Sentence minimum for each Question/Be sure to have at least 1 relevant image)
What technology are you thankful for/What technology do you recommend as helpful to society? (Global)
What technology do you feel is harmful to society? (Global)
Slide 5-
How do you think technology will change your life and our society in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 6-
How do you think technology will shape the world in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 7-
Sources Page
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/14/25)
(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 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Begin/Continue Compass Mental Health Videos- 8th- Benefits of Volunteering, Using My Skills to Improve, Being an Upstander
PowerPoint Project (Due 12/8/25): technologysocietyppt-templateF.pptx
Essential Question: When is it right to take a stand?
Media Connection-NY Judge Overturns Bloomberg’s Soda Ban
Introduce-Compare nonfiction pg. 342 “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Read Text pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Answer Questions Build Insight pg. 347 #1-6
Quiz pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/23/25)
(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.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 6 Quarter 2- - Note: Parent PM2 Test Letter- Note: FAST PM2 12/8/25 ELA (120 minutes) and NEW date 12/15/25 MATH (100 minutes)- All students with school supplied laptops must bring school laptops with charger
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Blooket Review Florida BEST Standards ELA
PowerPoint Project (Due 12/8/25): technologysocietyppt-templateFINAL.pptx
IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MY PERSPECTIVE?
Students are to research how technology has been used in society since they were born, current technologies, as well as upcoming technologies that will shape the future. Note: Students are to include sources of websites/files/articles used in their Sources Page slide:
Slide 1- Title Slide- IS TECHNOLOGY HELPFUL OR HARMFUL TO SOCIETY- MY PERSPECTIVE? (Add your Name, Date, Period #, and an image relevant to the title)
Slide 2- How has technology shaped/influenced your personal life? (Local) (5 Sentence minimum/Be sure to have at least 1 image of you/one relevant image)
Slide 3- Essential Question: Is Technology helpful or harmful to society? (Global) (5 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 4- (3 Sentence minimum for each Question/Be sure to have at least 1 relevant image)
What technology are you thankful for/What technology do you recommend as helpful to society? (Global)
What technology do you feel is harmful to society? (Global)
Slide 5-
How do you think technology will change your life and our society in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 6-
How do you think technology will shape the world in the future? (Global) (3 Sentence minimum/Be sure to have at least 1 relevant image)
Slide 7-
Sources Page
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 12/5/25)
(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)
Week 5 Quarter 2-
Day 1-
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Begin/Continue Compass Mental Health Videos- Walking In Someone Else's Shoes, Managing Our Time, SHIELDS Strategy (Using Your WindSHIELD)
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/23/25)
(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)
Days 3, 5-
-First 20 min- I-Ready "My Path" Lessons (Check to see if you have an "I-Ready Growth Check"- Must be completed in school/is for a grade in gradebook- Note: Students must log in through Schoology)
Essential Question: When is it right to take a stand?
Media Connection-NY Judge Overturns Bloomberg’s Soda Ban
Introduce-Compare nonfiction pg. 342 “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Read Text pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Answer Questions Build Insight pg. 347 #1-6
Quiz pgs. 343-346 SELECTION AUDIO • “Ban the Ban!”/ Article by Karin Klein “Soda’s a Problem but…
Homework:
-Students must complete 4x I-Ready "My Path" Lessons- (Each Week: Due Sunday 11/23/25)
(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.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 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.
- Ethos (Credibility/Ethics):
- What it is: Appealing to the audience's trust in the speaker's character, expertise, or authenticity.
- Example: A financial advisor showing their degree, or a grandparent saying, "Trust me, I'm your grandpa, I want what's best for you".
- Pathos (Emotion):
- What it is: Stirring the audience's feelings (sadness, anger, joy, fear) to persuade them.
- Example: A commercial showing a sad kitten to encourage donations, or a speech about the dangers of not taking action.
- Logos (Logic):
- What it is: Using reason, facts, statistics, data, and logical arguments.
- Example: Citing studies that German Shepherds are good pets for busy people, or arguing for a delivery service using COVID-19 risks.
- Analyzing Texts: Students identify these appeals in famous speeches or persuasive essays to understand how authors persuade.
- Writing Assignments: Students create their own arguments (e.g., convincing the principal for a Starbucks) using all three appeals.
- Debate: Essential for building strong, well-rounded arguments that connect with both logic and emotion.
_______________________________________________________________________
Note: Lessons/activities/homework are subject to change at the teacher's discretion.