8th+Grade+Reading

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Week 1-1 and successive weeks: By reading __Tom Sawyer__, we are meeting this standard:
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Week 1-2: "The Tell-Tale Heart" play and story activity met this standard:
RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

Week 1-3: "The Tell-Tale Heart"
RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Week 1-6: "The Tell-Tale Heart"
RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Week 1-7 and 1-8:
finally discussing guidelines for short story projects

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Coming up:

These two short stories can address CCR 9:
5 class periods (use a Venn Diagram to analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.)

"Millionaire's Proposal"
[] by Lucy Maud Montgomery

"The Necklace"
http://tjschlechter.wikispaces.com/The+Necklace by Guy de Maupassant

[|﻿Witch of Blackbird Pond] CCR 1-7
15 class periods (We need copies of this story.)

[|﻿Shakespeare Shows] CCR 1-7,10***
15-20 class periods (Use Mrs. Schlechter's book of Shakespeare.)

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Beowulf CCR 1-10, CCR 9 focus when reading online as we read our books
20-25 class periods (Focus on Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.)

[|The Adventures of Tom Sawyer]
p. 2-157 could read aloud a couple pages a day ;)

Alexandre Dumas's

The Man in the Iron Mask
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HOMEWORK ASSIGNMENTS

 * ==Vocabulary Puzzle due weekly. CCR 4-5***==
 * ==Short Story Blocks CCR 1-10***==
 * ==Treasure Hunt==

due week 1-7:
should have read a novel at your reading level. Complete treasure hunt project for this book.

due week 1-9:
follow student expectations in "Set Up for Short Story Assignments" and choose story from unit 2 in our anthology

due week 2-3:
follow student expectations in "Set Up for Short Story Assignments" and choose story from unit 3 in our anthology

due week 2-6:
follow student expectations in "Set Up for Short Story Assignments" and choose poems to compare and contrast from units 1-4 in our anthology

due week 2-9:
follow student expectations in "Set Up for Short Story Assignments" and choose story from unit 4 in our anthology

due week 3-3:
follow student expectations in "Set Up for Short Story Assignments" and choose story from unit 1 in our purple short story book

due week 3-6:
follow student expectations in "Set Up for Short Story Assignments" and choose story from unit 2 in our purple short story book

due week 3-9:
follow student expectations in "Set Up for Short Story Assignments" and choose story from unit 3 in our purple short story book

***Common Core Reading Standards
The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
 * 6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

 * 10. Read and comprehend complex literary and informational texts independently and proficiently.

Note on range and content of student reading
To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

Reading Gradebook:
 * Weekly Vocabulary Puzzle assignment - 30% of total grade**

Short Story project - up to 5 points for each (but weighted five times) SCOPE lessons - up to 5 points for each DEAR time - up to 5 points for each week
 * Projects - 30% of total grade, includes:**
 * Treasure Hunt project - 10% of total grade**


 * DACS reading score - 30% of total grade**