Language Arts 8 (Period 5)
Assignment Calendar
Posts
8th Graders: You can find your weekly assignments by opening the folder "LA 8 April 13- 17 assignments.
Zoom Sessions for April 13- 17
7th grade: 9- 10am OR 11- 12pm (Monday & Wednesday)
7th grade Office Hours 9-10 am (Friday)
8th grade: 10 -11am (Tuesday and Thursday)
8th grade Office Hours: 10- 11am
See your school email address for the meeting ID codes and passwords.
The email may be in your "junk" folder because it comes from "[email protected]" instead of Mrs. Bly's email address.
LA 8 Classwork Monday April 13
1. Do 15 minutes of I-Ready language arts lessons
Folders on the right -->
I have made folders to help you find documents quickly (versus having to scroll through all of the "posts").
Therefore, everything for LA7 Outsiders will be in that folder.
The lesson plans for the will be in the LA7 Lesson Plans and LA8 Lesson Plans folders.
LA8- Classwork Friday April 10
Office Hours/Writing Workshop:
Period 5= 11- 12pm
Period 6= 1pm- 2pm
Individual Classwork
- 15 minutes I-Ready lessons (Language Arts lessons)
- Read your peer reviews on Study Sync
- Revise/ Edit your paragraph
- Submit final paragraph on Teams (highlight writing format) DUE by midnight on TEAMS. Click "Turn in" !
Red font- topic sentence and concluding sentence
Green highlighter= Body point/TLQ sentences
Blue highlighter= CDs
Yellow highlighter= CMS
LA 8- Classwork Thursday, April 9
Live Lesson (see student email for Zoom ID)
Period 5= 11- 12pm
Period 6= 1pm- 2pm
- Finish paragraph draft for the narrative of the Life of Frederick Douglass
- Then copy/paste your paragraph into Study Sync &SUBMIT ENTIRE ASSIGNMENT for PEER REVIEWS
- Do 2 Peer Reviews on Study Sync
LA 8 Classwork Wednesday, April 8
Individual Classwork
- Narrative of the Life of Frederick Douglass Think Questions (#1-5)
- Do Narrative of the Life of Frederick DouglassComprehension Quiz
- Work on paragraph (CMs). Due Fri midnight
LA 8 Focus Question 5: Figurative Langauge
Question 5:
Douglass frequently uses figurative language, and specifically certain figures of speech, to help readers understand his situation in vivid and dramatic ways. Identify the figure of speech Douglass uses in the third paragraph of the excerpt. What does it mean, and in what way does it indicate an important turning point in his life? Highlight textual evidence that supports your answer and write a brief annotation to explain it.
Sample Answer: In the third paragraph, Douglass writes that the "choice documents" in "The Columbian Orator" gave "tongue to interesting thoughts of my own soul which had frequently flashed through my mind, and died away from lack of utterance."
There are two examples of personification in this sentence. The documents "gave tongue" to interesting thoughts, but a thought cannot have a tongue. Douglass means that the documents allowed him to shape and develop his own arguments and positions.
Similarly, a thought can be forgotten, but it cannot "die away" because it is not actually alive. These two figures of speech add drama to what becomes a turning point in Douglass's life: his realization that the power of truth can prevail even over the arguments of a slaveholder.
LA 8 Focus Questions 4: Info text elements
Question 4:
Informational texts blend facts and details about events, individuals, and ideas.
Each of these details interact and combine in a text often resulting in cause-and-effect relationships. Trace the cause-and-effect relationships in Narrative of the Life of Frederick Douglass, An American Slave and tell how they result in Douglass feeling tormented "with a sense of my wretched condition." Highlight textual evidence that supports your answer.
Sample Answer: Possible relationships include:
Douglass is welcome to take bread in his master's house, and so he is able to give some to the "street urchins" and in exchange receive reading lessons. (cause)
As a result, he learns to read, and "gets hold of a book entitled 'The Columbian Orator.'" (effect)
Because he is able to read this book, Douglass is able to express his own thoughts which before "had died away for want of utterance." (cause)
This leads to his feeling of torment: "As I read and contemplated the subject, behold that very discontentment which Master Hugh had predicted would follow my learning to read had already come to torment and sting my soul to unutterable anguish." (effect)
LA 8 Classwork Tuesday April 7
Live Lesson
Period 5= 11- 12pm
Period 6= 1pm- 2pm
- Narrative of the Life of Frederick DouglassFocus Questions (#1-5) (questions are at the top of the passage under the “Read” tab; answer in “note” section with annotation tool)
- Start Writing the paragraph forNarrative of the Life of Frederick DouglassWriting Prompt on Teams (CDs & thesis)
- Explain Peer Review Expectations for Study Sync
LA 8 Classwork, Monday, April 6
Students, complete this work on your own today. Our Live Lessons will be on Zoom on Tuesday & Thursday. I will email you the invitation via your SCHOOL email (the one with your student ID number).
Individual Classwork
1. Read Narrative of the Life of Fredrick Douglass on Study Sync
2. Do Level 1 & 2 Annotations on-line on Study Sync (see an example on Edlio)
3. Do Vocabulary Section on Study Sync
*Note: You should be reading your outside reading book EVERY DAY. You may read a book from ANY genre.
LA 8- Lesson Plans April 6- 10
Please print this page.
This is our schedule for this week. If the work falls on our block schedule "Live Lesson," then we will be doing that work together on-line. For example, we do NOT meet in a virtual classroom session until Tuesday. Therefore, on Monday you will independently complete the assigned work.
Then, on Tuesday we will do the Focus Questions together and begin the paragraph during our Live Lesson.
IT IS MY HOPE THAT EVERY STUDENT WILL ATTEND THE ASSIGNED LIVE LESSONS. If you have any obstacles to participating in our Live Lessons, please contact Mrs. Bly as soon as possible.