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Mrs. Robinson – Team 7 Eighth-grade Language Arts …
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*Students received a copy of the South Carolina Standards targeted
for the second nine weeks. It is to be
kept in their three-ring binder at the beginning of their ELA section and can
be used as a reference. *Six RR books are needed to meet their goal each nine weeks with two
being nonfiction. Please encourage your
child to read at least thirty pages at home each night or on trips. *Please check your student’s agenda daily for notes from his/her
teacher, assignments, and grades. *Students must bring their binders, textbooks, and AR books to class
each day. *Students must have supplies each day. S=Student Activity T=Teacher Activity B= Both Learning Styles: V= Visual
A= auditory K= kinesthetic |
Second Nine Weeks Standards
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![MCj02372690000[1]](default_files/image007.gif)
“Robinson’s Rules of Order” set a high standard of expectations for
students each day, and they are as follows:
1. Follow directions the first time.
2. Keep hands, feet, objects, and remarks to
self.
3. Be prepared for class (supplies, books, and
attitude)
4. Be respectful of other students’ property,
space, and right to learn.
5. Raise hand before speaking.
6. Throw trash away at the end of class.
7. Leave class only when dismissed by teacher,
not the bell.
Consequences for
failing to follow these procedures will include the following: verbal warning, student/teacher conference,
seating reassignment if needed/ lunch detention/time out, parent phone call,
and written referral. Refusal to do work
and failure to follow directions are disruptive to the learning environment and
are disrespectful to me while damaging the learning atmosphere of the class.
Therefore, I consider these infractions to be serious.
Since there are
several textbooks for the class, it is vital that your student brings the
correct workbook and/or textbook, his or her AR book, as well as the following
to class each day: his or her three-ring
binder with loose-leaf paper, pencil, blue or black ink pen, colored pencils
(optional), his or her agenda, and an
open mind. Failure to do so can lead to
discipline problems. More importantly,
the learning environment is more relaxed and class participation is at its best
when every student comes prepared to learn.
Materials:
*Language Network
McDougal Littell’s
Vocabulary and Spelling Book
*Grammar, Usage, and Mechanics Book
The Language of Literature
The Interactive Reader’s Plus
Language Transparencies
PASS Prep
Smart board
Pacing sometimes requires adjustments in homework.
Students should always write homework assignments in agenda
Robinson’s Lesson Plans
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Week of Nov. 23-24 |
Student/Teacher
Activities |
Assessment |
Homework |
Materials |
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Monday Research in library Superintendent’s Writing Award Program |
Using the business
letter format, contest format guidelines, and revising and editing process,
type persuasive writing using research gathered S (WS) (RS) V, K |
Persuasive
essay graded according to SC writing rubric |
Read
AR book |
Computer |
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Standards and Indicators |
Standard 8-4 The
student will create written work that has a clear focus, sufficient detail,
coherent organization, effective use of voice, and correct use of the
conventions of written Standard American English. 8-4.1 Organize written works using prewriting
techniques, discussions, graphic organizers, models, and outlines. 8-4.3 Create multiple-paragraph compositions
that include a central idea with supporting details and use appropriate
transitions between paragraphs. 8-4.4 Use
grammatical conventions of written Standard American English, including the
reinforcement of conventions previously taught. |
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Tuesday Make up day for missing work |
Make up essay for “Monkey’s
Paw,” poetry analysis, capitalization/punctuation, “Tell-Tale Heart, “ “Birthday
Ritual,” and “The Monkey’s Paw,” and Contest writing S (RS) (WS) V. K |
Quiz Essay
graded according to SC writing rubric |
Read
AR book |
Paper,
pencil Prewriting Teacher-made
tests |
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Standards and Indicators |
Standard 8-4 The
student will create written work that has a clear focus, sufficient detail,
coherent organization, effective use of voice, and correct use of the
conventions of written Standard American English. 8-4.1 Organize written works using prewriting
techniques, discussions, graphic organizers, models, and outlines. 8-4.3 Create multiple-paragraph compositions
that include a central idea with supporting details and use appropriate
transitions between paragraphs. 8-4.4 Use
grammatical conventions of written Standard American English, including the
reinforcement of conventions previously taught. Standard 8-1 The
student will read and comprehend a variety of literary texts in print and
nonprint formats. 8-1.1 Compare/contrast ideas within and across
literary texts to make inferences. 8-1.5 Analyze
the effect of the author’s craft (including tone
and the use of imagery, flashback, foreshadowing, symbolism, irony,
and allusion) on the meaning of literary texts. 8-1.6 Create responses to literary texts
through a variety of methods such as written works, oral and auditory
presentations, discussions, media productions, and the visual and performing
arts. 8-1.7 Compare and contrast literary texts from
various genres (for example, poetry, drama, novels, and short stories). |
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Wednesday |
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Standards and Indicators |
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Thursday |
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Standards and Indicators |
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Friday |
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Standards and Indicators |
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