Class Assignments

Classwork/Homework Assignments

Date	Assignment (1/8 to 1/11)
Monday	All periods-Writer's Workshop. (Students worked on completing the rough draft of their personal narratives.) Homework-Complete your personal narrative rough draft by 1/11/2019
Tuesday	All periods-Writer's Workshop: Creating Great Introductory Paragraphs. Homework-Revise your introduction.
Wednesday	All periods-Quickwrite 51. Read "Jalapenos, Anyone" on MLL pg. 145.-146. Read and discussed "Conquering Fears." Analyzed the components of a personal narrative (focusing on attention-grabbing openers and the signficance of the experience). Homework-Read "Giving Life" (personal narrative student model) due 1/10/19. Read "The Great Paw Paw" (personal narrative student model) and answer the after reading questions-due 1/10/19. Read and complete "Blue" in CommonLit-due 1/14/19.
Thursday
Friday

Date	Assignment (12/17 to 12/21)
Monday 12/17	All periods-Students were given the entire class period to work on their final exam study guides. Homework-Complete your final exam study guide (due Wednesday). Practice your The Monkey's Paw Quizlet vocabulary set.
Tuesday 12/18	All periods-Quickwrite 48 What is foreshadowing? Why do authors use it in their literary works? Can you list any examples of foreshadowing found in “The Monkey’s Paw”? Mini-lesson on foreshadowing. Class watched a brief via on foreshadowing via Flocabulary. Students were allowed to work individually, with a partner, or in a group to identify at least 10 examples of foreshadowing in "The Monkey's Paw." Homework- Complete your final exam study guide (due Wednesday). Practice your The Monkey's Paw Quizlet vocabulary set.
Wednesday 12/19	All periods- We used Quizlet Live and Quizzizz to play friendly review games to help us prepare for our fall final exam. Mr. Reed collected the study guides and returned them to the students. Homework-Practice your Quizlet vocabulary set for "The Monkey's Paw" and use Quizzizz to prepare for your final exam. If you are having any problems accessing these study sets, please send me an email. Quizzizz https://join.quizizz.com Game Code: 546538 Quizlet https://quizlet.com/_5qnagv
Thursday 12/20	All periods-Fall Semester Final Exam. Homework-None
Friday 12/21	All periods-Fall Semester Final Exam. Homework-None. Enjoy your Winter Break. Happy Holidays!

Date	Assignments (12/10 to 12/14)
12/10 Monday	All periods-Student work day. (Students were given an itemization of work to complete while Mr. Reed is out from 12/6 to 12/10. Mr. Reed also emailed the students a copy of the assignments. All work is due on 12/11/2018.) Homework-Complete any unfinished classwork or homework assigned for today (via the handout distributed by the sub). Practice your Quizlet vocabulary set for "The Monkey's Paw." *Note*: Remember, I am not accepting any late work for the rest of this semester.
12/11 Tuesday	All periods-Quickwrite 46: Create a three-column graphic organizer to compare the similarities and differences between W.W. Jacobs “The Monkey’s Paw” (TMP) with Alfred Hitchcock’s retelling. Make sure that you also create a column for notes and additional information. Students used their graphic organizer to list similarities/differences and make notes about Hitchcock's rendition of TMP. Homework-Complete any missing classwork or homework that is unfinished. Mr. Reed gave all of his classes a one day extension to finish all of their work. The assignments from 12/6 to 12/10 will be collected tomorrow. No late work will be accepted unless the student was abssent (excused) during those dates. Source: Alfred Hitchcock's The Monkey's Paw Note: If you need the links for The Monkey's Paw's dramatic reading, short film, or parody, check the assignment data for 12/4 and 12/5.
12/12	All periods-Collected "The Monkey's Paw" assignments from 12/6 to 12/11. 1st period-Students practiced The Monkey's Paw Quizlet set. 4th/5th/6th period-Students watched pt. 2 of Alfred Hitchcok's retelling of The Monkey's Paw. While watching The Monkey's Paw, students filled in information (similarities, differences, and notes) onto their graphic organizer. (This assignment is Quickwrite 46.) Homework- Practice your The Monkey's Paw Quizlet vocabulary set.
12/13	1st period-Students watched pt. 2 of Alfred Hitchcok's retelling of The Monkey's Paw. While watching The Monkey's Paw, students filled in information (similarities, differences, and notes) onto their graphic organizer. (This assignment is Quickwrite 46.) 4th/5th/6th period-Students worked in group to create a presentation over a specific topic (Exposition and the Stages of Plot, The Characters and their Traits, Conflicts (Problems and Solutions), Foreshadowing, Irony, Resolutions, Theme vs. Morals).Groups will present their work and student teach the class tomorrow. Homework-Practice your The Monkey's Paw Quizlet vocabulary set.
12/14	1st period-Students worked in group to create a presentation over a specific topic (Exposition and the Stages of Plot, The Characters and their Traits, Conflicts (Problems and Solutions), Foreshadowing, Irony, Resolutions, Theme vs. Morals).Groups will present their work and student teach the class on Monday. 4th/6th period-Students used Google Forms to create a quiz/assessment to accompany their presentations. Students will share their links with the class after their presentations, to gage how well they aught their fellow classmates. 5th period-Students participated in a interdisciplinary Skye session in the Media Center. Homework-Final exam study guides given out. Practice your The Monkey's Paw Quizlet vocabulary set.

Date	Assignment (12/3 to 12/7)

Monday 12/3	All periods-1st and 4th period groups were allowed to practice the study guide questions via Quizzizz. Next, students completed their Sorry, Wrong Number Test (via Forms). Afterwards, students completed Reflection 44 and started on their Sorry, Wrong Number Test Reflections.(Note: After numerous warnings, Mr. Reed finally collected 5th and 6th period's composition books for their semester assessment check.) Reflection 44 'Fear is not real. The only place that fear can exist is in our thoughts of the future. It is a product of our imagination-causing us to fear things that do not at present, and may not ever exist. Danger is very real. But fear is a choice.' -Cypher (After Earth) Think about the stories we have read, the characters we have discussed, and the thematic messages we have explored. Do you agree with the above statement? Select a specific story to explain and support your response. Homework-Complete Reflection 44 (1st/4th period only).It's due tomorrow. Complete your test reflections for your Sorry, Wrong Number Test (due on Wednesday). Remember, I am no longer accepting any late work. We are in the process of finalizing grades and closing out the semester. Please use the extra time that your teachers are giving your responsibly.
12/4	All periods-Cyber Post 45 What superstitious have you heard of? 1. If you could wish for three things, what would they be? 2. What kinds of superstitious behaviors do you or people you know believe in? 3.What superstitions have you heard of? Class was introduced to author W. W. Jacobs (read MLL pg. 359).Next, we read "The Monkey's Paw" (MLL pg. 360-370). Class discussed the resolution? (Do you agree or disagree with the conclusion of the story?) Homework-Log into CommonLit. Complete the after reading and constructed response questions for "The Monkey's Paw" (due 12/7).Sorry, Wrong Number Test Reflections are due on 12/5. Practice your Quizlet vocabulary set for "The Monkey's Paw." Source: Dramatic reading of The Monkey's Paw
12/5	All periods- Students watched two short film adaptations of "The Monkey's Paw." While viewing the films, students used a Venn diagram to list the similarities and differences contained in the films (in comparison to the short story). Homework- Log into CommonLit. Complete the after reading and constructed response questions for "The Monkey's Paw" (due 12/7). Practice your Quizlet vocabulary set for "The Monkey's Paw." Source: 2011 film adaptation of The Monkey's Paw Source: Part 1 of The Simpson's rendition of The Monkey's Paw Source: Part 2 of The Simpson's rendition of The Monkey's Paw
12/6	All periods-Student work day. (Students were given an itemization of work to complete while Mr. Reed is out from 12/6 to 12/10. Mr. Reed also emailed the students a copy of the assignments. All work is due on 12/11/2018.) Homework-Complete any unfinished classwork or homework assigned for today (via the handout distributed by the sub). Log into CommonLit. Complete the after reading and constructed response questions for "The Monkey's Paw" (due 12/7). Practice your Quizlet vocabulary set for "The Monkey's Paw." *Note*: Remember, I am not accepting any late work for the rest of this semester.
12/7	All periods-Student work day. (Students were given an itemization of work to complete while Mr. Reed is out from 12/6 to 12/10. Mr. Reed also emailed the students a copy of the assignments. All work is due on 12/11/2018.) Homework-Complete any unfinished classwork or homework assigned for today (via the handout distributed by the sub). Practice your Quizlet vocabulary set for "The Monkey's Paw." *Note*: Remember, I am not accepting any late work for the rest of this semester.

Date	Assignment (11/26 to 11/30)
Monday 11/26	Quickwrite 42 Create a KWL Chart for Character Traits Create a three-column graphic organizer to analyze the physical, emotional, and personality traits of Mrs. Agnes Stevenson (“Sorry, Wrong Number). Mini-lesson on character traits. Watched a video on character traits via Flocabulary. (Students added new information learned to their KWL charts.) Read "Sorry, Wrong Number" (1943 radio play broadcast). Homework-Complete Lamb to the Slaughter Constructed Response (due tomorrow). Compelte The Hitchhiker Test Reflection (due Wednesday). Remember, these assignments cannot be turned in late due to the extensions granted.
Tuesday 11/27	All periods-Students completed their reading of the radio play: "Sorry, Wrong Number." Afterwards, Mr. Reed lectured about how authors gift characters with traits that are used to support and advance the plot of their stories. Students used a Venn diagram to compare the radio play of "Sorry, Wrong Number" to the resolution of it's film adaptation. Homework-Finish Quickwrite 42, your Sorry, Wrong Number Venn diagrams, and your test reflections for "The Hitchhiker."
Wednesday 11/28	All periods-Students were assigned their Sorry, Wrong Number Study Guide Questions. Mr. Reed gave the students a full class period to work on their questions while he held student-teacher conferences. Homework-Sorry, Wrong Number Study Guide Questions (due Friday). If you need to schedule a student-teacher conference, send me an email. Please sign in to Infinite Campus and check your grades. Please return your high school registration forms to the counseling dept. by Thursday, Dec. 6, 2018.(They will not take them after that date.) Note: I will accept any late work after November 30, 2018.

Thursday 11/29	1st period-The class worked on their Sorry, Wrong Number Study Guide Questions. Students shared their responses with the class and the teacher revised answer that needed assistance. Class watched a video on Foreshadowing via Flocabulary to assist them with question 16. 4th/5th/6th periods-Students worked in their groups to create projects over assigned topics. Student groups will submit their projects and student teach the class their subject matter. Homework-Sorry, Wrong Number Study Guide Questions (due Friday). If you need to schedule a student-teacher conference, send me an email. Please sign in to Infinite Campus and check your grades. Please return your high school registration forms to the counseling dept. by Thursday, Dec. 6, 2018.(They will not take them after that date.) Note: I will accept any late work after November 30, 2018.
Friday 11/30	All periods-Student teacher group presentations. Students studied for their Sorry, Wrong Number Test using Quizzizz. Homework-None. (Study for your Sorry, Wrong Number Test on Monday.) (Game Code: 425592) https://join.quizizz.com You can study for your Sorry, Wrong Number test by using this Quizzizz set:

Date	Assignment (11/12 to 11/16)
Monday 11/12	1st period student watched the Twilight Zone's teleplay episode of "The Hitchhiker." The students were required to complete a Venn diagram to compare the similarities/differences of the radio play and teleplay. work day. 4th/5th/6th period-Students were given the entire class period to work on their The Hitchhiker packets. Teachers (Mr. Reed, Ms. Folsom, Mrs. Moore) assisted students with problematic questions/assignments. Homework- Create and complete a plot diagram over "The Hitchhiker" (due Wednesday). Complete The Hitchhiker Discussion Questions (exempt from questions 17, 18, 22, 23-all the references to "Sorry, Wrong Number"). Complete your Test Reflection sheet over "Lamb to the Slaughter" (except 6th period) in CommonLit (due Wednesday). Remember, you will need to log into CommonLit to review your answers. Study your Quizlet vocabulary set for "The Hitchhiker." You will have a test over "The Hitchhiker" on Wednesday.
Tuesday 11/13	All periods-Students were given the entire class period to work on their "The Hitchhiker" packets. Homework- Create and complete a plot diagram over "The Hitchhiker" (due Wednesday). Complete The Hitchhiker Discussion Questions (exempt from questions 17, 18, 22, 23-all the references to "Sorry, Wrong Number"). Complete your Test Reflection sheet over "Lamb to the Slaughter" (except 6th period) in CommonLit (due Wednesday). Remember, you will need to log into CommonLit to review your answers. Study your Quizlet vocabulary set for "The Hitchhiker." You will have a test over "The Hitchhiker" on Wednesday. Note: Mr. Reed will be out today.
Wednesday 11/14	All periods-Students completed their test (via Forms) over Lucille Fletcher's "The Hitchhiker." Afterwards, students completed #QOTD 40 in their composition notebooks: “Do you ever wonder why things have to turn out the way they do?” Nicholas Sparks, A Walk to Remember Answer the following question: Do you believe that the hitchhiker was there to cause Ronald Adam’s death or to gently inform him that he was dead? (Answer this question using the RAPP Strategy.) *Thoughts of the Day: “You often meet your fate on the road you take to avoid it.” Goldie Hawn* “Life is what happens to us while we are making other plans.” Allen Saunders “What's meant to be will always find a way.” Trisha Yearwood “There's nowhere you can be that isn't where you're meant to be...” John Lennon Homework-Review your test scores for "The Hitchhiker." Complete a test reflection over your test (due Friday).
Thursday 11/15	All periods-Students received a grade on #QOTD 40. Mr. Reed reviewed the assignment with the students. Mini-lesson on using the RAPP Strategy to crreate excellent answers for constructed responses. Next, the students were allowed to meet with their Classcraft teams to select/create avatars, balance their teams, create a team name, and select a team crest/background. Homework- Redo your "Lamb to the Slaughter" constructed responses (through the help packet given out in class). Note: 1st period will receive theirs tomorrow. The assignment is due 11/26.
Friday 11/16	All periods-Field trip to the Mercedes Benz Stadium Enjoy your Thanksgiving!

Date	Assignments (11/5 to 11/9)
Monday 11/5	All periods-Cyber Post 37 (via Teams). Students were introduced to author Lucille Fletcher (MLL pg. 87) and her famous radio play, "The Hitchhiker.". The class watched a brief history on radios in the 1930s-1940s (https://Brief History of Radios in the 1930s-1940s). Students created a graphic organizer to list examples of foreshadowing in "The Hitchhiker," along with what the events foreshadowed. Students listened to the original radio play broadcast of Lucille Fletcher's "The Hitchhiker" while reading along in their textbooks (The Hitchhiker Radio Play). The class ended with the assignment of Reflection 38. Reflection 38 Would you classify Ron Adams as a reliable narrator for the story? What inference does the author require her readers to make in order to understand the resolution of the story? What characteristics of 1930s-40s radio broadcasts were contained in “The Hitchhiker”? Homework- Complete After Reading questions (1-7) on MLL pg. 98 in PQA format (due 11/7). Practice your The Hitchhiker vocabulary set in Quizlet.
Tuesday 11/6	No school. Teacher Work Day. Homework-Complete After Reading questions (1-7) on MLL pg. 98 in PQA format (due 11/7). Practice your The Hitchhiker vocabulary set in Quizlet.
Wednesday 11/7	All periods- The Hitchhiker Activity Centers. Note: Mrs. Moore taught today's lesson. Mr
Thursday 11/8	All periods-The Hitchhiker Activity Packet. Homework-Work on your packet. Note: Mr. Reed will be absent today due to an educational conference.
Friday 11/9	All periods-Compare and Contrast Activity using the radio play and teleplay versions of "The Hitchhiker." Homework-Complete any unfinished work. Study for your test over "The Hitchhiker." It's Monday.

Date	Assignment (10/29 to 11/2)
Monday 10/29	All periods-Students finished presenting their Roald Dahl Sway projects. The class played old school arcade games in order to review for their Roald Dahl test (Roald Dahl Test Review). Homework- Complete your Roald Dahl Group Project Reflection (due Thursday, via Teams). Play video games to study for your Roald Dahl Test (due Wednesday). *Note*: The top scorer on the leader board will receive a homework pass.
Tuesday 10/30	All period- Students were given the study guide questions for their test over "Lamb to the Slaughter." Mr. Reed assigned one question to each student. Mr. Reed then instructed the students to open a shared version (via Word Online) of the study guide questions. The students filled in their answers onto the shared document, which allowed the class to have a completed copy of the study guide's questions and answers. (Note: A pdf of the study guide's questions has also been uploaded in the Study Guide folder of the Team 8D Students group in Outlook.) Next, students used Quizziz to study for their test. After playing two rounds as a class, the students highlighted/marked their frequently missed questions. (A homework pass was given to the students in first place.) Homework-Complete your Roald Dahl Group Project Reflection (due Thursday, via Teams). Play video games to study for your Roald Dahl Test (due Wednesday). (http://www.classtools.net/arcade/201803_iifhMZ) and https://join.quizizz.com (Game Code: 924286).Roald Dahl Test Review
Wednesday 10/31	All periods-Mr. Reed gave the students 15 minutes to work on their Roald Dahl Group Project Reflection (in Teams). Note: Remember, Teams will not allow you to turn in this assignment past the due date. Class continued studying for their Roald Dahl test. Today, we used Kahoot quiz set over "The Landlady" to prepare for part two of the test. The top scorer on the leaderboard received a homework pass. Homework-Complete your Roald Dahl Group Project Reflection (due Thursday, via Teams). Play video games to study for your Roald Dahl Test (due Wednesday). (http://www.classtools.net/arcade/201803_iifhMZ) and https://join.quizizz.com (Game Code: 924286).. The Landlady Study Guide (Challenge Pin: 0683819). Test over "The Landlady" and "Lamb to the Slaughter" on Friday.Roald Dahl Test Review
Thursday 11/1	All periods- Reflection 36 Often times, a reader can discover an author’s theme (or one of their themes) by analyzing how a complication or conflict is resolved in the story. Select a story: “Lamb to the Slaughter” or “The Landlady” Create a chart that identifies the conflicts in your story, along with how they are resolved. List the theme (or lesson(s) learned) as the conflict(s) are resolved. Class played review games to study for their test. Homework-Remember your Teams assignment is due tonight by midnight. Study for your Roald Dahl test tomorrow. Study "The Hitchhiker" Quizlet vocabulary set (due Monday).
Friday 11/2	All periods-Roald Dahl Test (via Forms). Homework-The Hitchhiker Quizlet Vocabulary set.

Date	Assignments (10/22 to 10/26)
Monday 10/22	All periods-QW 34 1. What is an objective summary? 2. Create a t-chart that identifies what an objective summary includes and what it excludes. Mr. Reed taught a mini-lesson on creating an objective summary. Students used Nearpod to collect notes on creating an objective summary. Mr. Reed provided the students with a soft copy of the article: "Power of Like." Students used their notes and handouts to create an objective summary over "The Power of Like." Students created a rough draft of their objective summary on their handout. Homework-Create final draft of your objective summary (due tomorrow). Work on your Roald Dahl Sway (due Friday). Need a reminder of how to access your ELA resources in Outlook? 1. Open Outlook 365 2. Go to the Team 8D Students group 3. Click on Files 4. Click on Browse Library 5. Click on ELA-Mr. Reed folder
Tuesday 10/23	All periods-Students completed their Unit 1 ELA Post-Test Assessment via Illuminate. (Mr. Reed collected the students objective summary over "The Power of Like.") Homework-Work on your Roald Dahl Sway.
Wednesday 10/24	All periods-Cyber post via Teams. QW 35 (What is foreshadowing?) Mini-lesson on foreshadowing. Students used a t-chart to identify examples of foreshadowing in "The Landlady." Note: The t-chart requires you to identify an example of foreshadowing and explain its meaning. Homework- Foreshadowing t-chart and Roald Dahl Sway due Friday. (Work on both assignments. Keep in mind, I will give you all class period tomorrow to collaborate with your group and add any finishing touches.)
Thursday 10/25	All periods-Students were given the entire class period to work in their groups to complete their Roald Dahl Sway project. Homework-Foreshadowing t-chart and Roald Dahl Sway due Friday. Mr. Reed will not teach today due to facilitating a teacher training.
Friday 10/26	All periods- Roald Dahl presentations. Home-None

Date	Assignment (10/15 to 10/19)
Monday 10/15	All periods-Orientation to Outlook email. Students used their three-circle Venn diagrams to compare the 1958 video adaptation of Lamb to the Slaughter to its 1953 and 1978 versions. Reflection 30 How do the detectives differ in the short film interpretations of Lamb to the Slaughter? How is the short story similar but different from its video adaptations? (Please be clear with your references and use your Venn diagram for assistance.) 3. Which version of Lamb to the Slaughter do you prefer? Explain your response. Homework-Reflection 30 (due tomorrow). Personal narrative intros (due 10/17). Raymond's Run extra credit opportunities (due 10/17 & 10/22).
Tuesday 10/16	Task: In chronological order, list the steps Mrs. Maloney performed to help her ger away with murdering her husband. (Mr. Reed emailed the students a copy of "Lamb of the Slaughter." Students used their copy of the story to complete the task.) Constructed Response 30 Answer the above question using either the R.A.P.P. or R.A.C.E. Strategy. In “Lamb to the Slaughter,” Mrs. Maloney, who seems to be a loving wife, murders her husband in cold blood. Remarkably, Mrs. Maloney is able get away with the murder by fooling the detectives investigating her case. Question: How does Mrs. Maloney get away with murdering her husband? Students used Teams to list answers to today's constructed response question.The class responded to their classmates answers. Students collected answers and the textual evidence to support specific answers. Homework-Personal narrative introductions (due 10/17). Raymond's Run extra credit opportunities (due 10/17). Constructed Response 31 (due 10/18).
Wednesday 10/17	All periods-Students read "The Landlady" via CommonLit and completed the after reading questions. Students also submitted the introductions for their personal narratives via Word Online. Raymond's Run extra credit was taken up today. (Remember, I will not accept any late work for extra credit.) Homework-Constructed Response 31 (due tomorrow).
Thursday 10/18	All periods Quickwrite 32: Create a Venn diagram that compares the 1959 version of "The Landlady" (short story) to its 1979 video adaptation (Tales of the Unexpected). Class watched The Landlady and shared the observable similarities and differences listed in their Venn diagrams. Based upon the short story and video, the class stated the indicators that Billy Weaver (the protagonist) should have picked up on in order to save his life. Homework-Reflection 33 After reading “Lamb to the Slaughter” and watching its video adaptations, what themes can you identify in the story? After reading “The Landlady” and watching its video adaptation, what themes can you identify in the story? What thematic message does “Lamb to the Slaughter” and “The Landlady” have in common? ((Roald Dahl’s Tales of the Unexpected: The Landlady-1979) https://www.youtube.com/watch?v=kpDb4EcSnLE https://vimeo.com/126942406 (Lamb to the Slaughter-Alfred Hitchcock 1959) https://www.youtube.com/watch?v=K1sBQZfDh0I (Roald Dahl’s Tales of the Unexpected: Lamb to the Slaughter-1979)
Friday 10/19	All periods-Orientation to Microsoft's Sway. Students were placed in groups. Groups selected a project manager. (The project manager created an email distribution group and shared a link for the students to complete a collaborative Sway.) Student groups worked on their Sway presentations. Note: Mr. Reed emailed the student a set of Roald Dahl resources to use with their Sway.

Date	Assignment (10/8 to 10/12)
Monday 10/8	No School
Tuesday 10/9	All periods-Quickwrite 26 & 27. Students watched a series of videos on Roald Dahl and collected information/facts about his personal life in a t-chart (graphic organizer). https://www.youtube.com/watch?v=qcOj8PsRx60 https://www.youtube.com/watch?v=GKMGYp3jSro https://www.youtube.com/watch?v=D1xAQloP-lA https://www.youtube.com/watch?v=SLtEzpFoBJQ Homework-None
Wednesday 10/10	Note:Due to PSAT Testing, we did not have 1st or 4th period. 5th/6th period-Students read "Lamb to the Slaughter" by Roald Dahl (via CommonLit). Students must answer the after reading questions (in CommonLit) by Friday (10/12). Homework- Lamb of the Slaughter questions (due 10/12). Raymond's Run Extra Credit Opportunites (check your O365 email).
Thursday 10/11	Note: All students received an introduction to Word Online. Students named a blank document "Personal Narrative" and shared it with Mr. Reed. 1st/4th period-Students read "Lamb to the Slaughter" (via CommoLit) and answered the after reading questions (due tomorrow). 5th period-Abbreviated class due to picture day. 6th period- Quickwrite 28. Students used a Venn diagram to compare the short story (1953) of the "Lamb of the Slaughter" to its 1979 video adaptation.
Friday 10/12	1st/4th/5th period- QW 28 and QW 29. Watched 1979 video adaptation of Lamb to the Slaughter. (Students used a three-circle Venn diagram to compare the short story to the video adaptations.) QOTD: Who/what is the lamb in the story? 6th period-Abbreviated class due to pep rally. Homework- None.(Complete your introductory paragraph for your personal narrative via Word Online. IIt's due on 10/17.) QW 28 1) What’s the meaning of the phrase ‘Lamb to the slaughter’? 2) What’s the origin of the phrase ‘Lamb to the slaughter’? 3. Explain how “Lamb to the Slaughter” contains an allusion. 4. What is a pun? 5. How does Dahl use a pun in his title “Lamb to the Slaughter”? QW 29 Create a Venn diagram that compares the 1953 short story to the 1958 and 1979 video adaptations of “Lamb to the Slaughter.” What inspired/influenced Roald Dahl to create “Lamb to the Slaughter”? Resource: Tales of the Unexpected: Lamb to the Slaughter

Date	Assignment (10/1 to 10/5)
Monday 10/1	All periods-10/1 warm up via Teams. Students were given a KWL Chart for today's lesson on Informational Texts. Students watched a video over informational texts. Afterwards, students were placed into groups and allowed to use their informational text on Robert Smalls to create a PowerPoint over a specific question. At the end of class, student groups presented their PPT. Homework-CommonLit assignments (see due date in CommonLit). Robert Smalls timeline or plot diagram (due 10/3). Note: Mrs. Moore taught today's lesson. Also, school is out for Fall Break/Columbus Day 10/4 to 10/8. Students will return on 10/9.
Tuesday 10/2	All periods-Mr. Reed hosted student-teacher conferences. In the interim, students were allowed to work on their current online assignments and submit missing/late work. Homework- Robert Smalls chronological timeline or plot diagram (no notebook paper submissions).due 10/3. CommonLit assignments (due dates vary). Study for "The Long Rain" test (tomorrow). Note: Mrs. Moore taught today's lesson. Also, school is out for Fall Break/Columbus Day 10/4 to 10/8. Students will return on 10/9.
Wednesday 10/3	All periods- The Long Rain Test. Students watched the 1992 video adaptation of The Long Rain. Students completed a three-circle Venn diagram, comparing/contrasting three versions of "The Long Rain" (short story, 1696 video adaptation, 1992 video adaptation). Homework-None (unless you are taking advantage of The Long Rain Extra Credit Opportunities). Enjoy your Fall Break!
Thursday 10/4
Friday 10/5

Date	Assignment (9/24 to 9/28)
Monday 9/24	All periods-The class read "The Long Rain" by Ray Bradbury (The Illustrated Man). Read aloud audio file for The Long Rain Homework- The Long Rain Discussion Questions (due Wednesday), Reflection 24 (due tonight-submit in Teams), and your alternate ending for "All Summer in a Day" (due Wednesday night-submit in Teams).
Tuesday 9/25	All periods- Note: This lesson was taught by Mrs. Moore
Wednesday 9/26	All periods-Using a KWL Chart, students completed the "What I know . . . " section (recap of yesterday's lesson on Robert Smalls. Next, the students watched a video over Smalls' life and completed the "What I learned . . . " section of their KWL chart. Students were then grouped (1-4) and given a question of the day to complete with their classmates (on Robert Smalls). The class shared and their responses. In conclusion, students filled in the "What I want to know . . ." section of their KWL charts. Homework-Robert Smalls After Reading Questions (due 9/27), Constructed Response 27 (due 9/30), create a chronological timeline or plot diagram over Robert Smalls' story (due 10/3). Note: This lesson was taught by Mrs. Moore
Thursday 9/27	All periods- Introduction to using 3-Circle Venn diagrams to compare and contrast information. To start, students completed the Venn diagram sections that compared The Long Rain" and "All Summer in a Day." Next, the class watched a 1969 video adaptation of The Long Rain. While watching the movie, the students filled in the sections that compared/contrasted the short story and movie. Afterwards, students were grouped and exchanged information/observations. The class shared how today's three items were similar but different. Collected R. Smalls After Reading Questions. Homework-Constructed Response 27 (due 9/30), create a chronological timeline or plot diagram over Robert Smalls' story (due 10/3)
Friday 9/28	All periods- Students worked on their CommonLit assignments (Hope is the Thing with Feathers, We Wear the Mask, and The Power of Like). Please remember to check the due dates in CommonLit and submit your work by the deadline. Homework- Constructed Response 27 (due 9/30 via Teams). CommonLit assignments (see due date in CommonLit). Robert Smalls timeline or plot diagram (due 10/3). Note: Mr. Reed will be out for a training.

Date	Assignment (9/17 to 9/21)
Monday 9/17	1st/4th period-Class reviewed Reflection 22 From the options below, select the best theme for “All Summer in a Day.” Explain why you selected your thematic message and provide textual evidence to support your opinion. Jealousy, Bullying, and Isolation (Jealousy can lead to cruelty) Nature is powerful (Power of Nature) Nostalgia can cause Discontent (Nostalgia and Discontent) Anticipation and Disappointment Students were given 10 mins to extract textual evidence from the story ("All Summer in a Day") to support their selected theme. Afterwards, students were grouped by the theme selections and allowed to exchange textual evidence and supports. Groups shared their answers. Lastly, students voted on the best theme via a cyber poll (www.menti.com Code: 52 82 43) 5th period- Quickwrite 21. Create a chart that identifies the conflicts in “All Summer in a Day.” Create a Venn diagram that compares the short story and video adaptation of “All Summer in a Day. Compare and Contrast: All Summer in a Day (video adaptation and short story). All Summer in a Day (full movie) Reflection 22. 1st period homework-None 4th period homework- All Summer in a Day Discussion Questions (1-17). 5th period homework-Reflection 22. All Summer in a Day Discussion Questions (1-17). 6th period homework- All Summer in a Day Discussion Questions (21-27).
Tuesday 9/18	All periods- Mini-lesson on Metaphors and Similes. Students watched a BrainPop video on metaphors and similes and completed the interactive quiz. Afterwards, students worked on questions 21-27 from the All Summer in a Day Discussion Questions packet. (The questions required the students to use quotes from the story and identify them as a metaphor or simile.) The students then received an orientation/training of Microsoft's Teams. Students used this digital platform to answer a series of questions, read teacher-made materials, and engage in conversation with their classmates. Homework-Complete All Summer in a Day Discussion Questions 1-28 (except Journal Response 23). All Summer in a Day Test on Thursday.
Wednesday 9/19	All periods-Students worked on two online assignments in Teams.1) Students read about the six scientific ways that weather can affect a person's mood. Afterwards, they responded to the question of the day. 2) Students completed Reflection 24 and submitted it through Teams. Homework- Complete your All Summer in a Day (ASIAD) Discussion Questions. Study for tomorrow test over ASIAD.
Thursday 9/20	Note: Mr. Reed will be absent today. All periods- All Summer in a Day test. Homework-None
Friday 9/21	Note: Mr. Reed will be absent for 1st and 4th period. All periods- Students worked on their Teams assignment and had their Media Center Orientation today.

Date	Assignment (9/10 to 9/14)
Monday 9/10	1st/5th periods- Review of Quickwrite 18. Mini-lesson on Allusions (video and Prezi presentation). Students worked individually, in a pair, or with a group to interpret and explain seven allusions (handouts). 4th/6th period- Reviewed and graded Allusion Interpret and Explain assignment. Worked on Raymond's Run Allustion Assignment. Homework-Raymond Run's Allusion Assignment (handout-due tomorrow)..Practice "Raymond's Run" Quizlet vocabulary set. Get your own personal copy of The Illustrated Man. If you haven't already, please complete all Chromebook paperwork.
Tuesday 9/11	All periods- Quickwrite 19 Choose one: In the story, Squeaky’s running is an important part of her identity. What are the things that make you who you are? Describe special skills, abilities, or interests that are an important part of your identity. In the story, how does Squeaky’s thinking about her brother change? Do you think winning or helping others is more important? Describe a time when you put someone else’s needs before your own. In the story, Squeaky is an extremely successful runner. What do you think contributes to her success? Describe what success means to you and why. Students signed up/joined their class period's group in CommonLit. Students began working on their first assignment ("Raymond's Run"). Homework- Practice your Raymond's Run vocabulary on Quizlet.
Wednesday 9/13	All periods-Test over "Raymond's Run." Homework-None
Thursday 9/13	All periods-Complete and share responses for Quickwrite 20. Choose one: Major changes in someone’s life can affect their views and the way they think about the world? Tell me about a time when you were influenced by a major change in your life. How did it affect you? Have you ever expressed an opinion that your friends or family did not agree with? Tell me how they responded to your unique way of thinking? How did this moment affect you? It’s common for people to form opinions about unfamiliar people and places? What are some prejudices you may have or heard about regarding an unfamiliar group of people or place(s)? Have you ever been prevented from having what you believed would be an amazing experience? If you could relive that exact moment, what would you do? Students will read "All Summer in a Day" by Ray Bradbury and "Earthilings, Meet Venus" by Rachel Slivnick (via CommonLit). Students will complete the reading comprehension and constructed response questions. Note: If you do not finish an assignment in CommonLit, make sure that you click the "Save and Next" button at the bottom of the question after selecting or writing each of your answers. This action will save your progress. The next time a student logs into their CommonLit account, they will still see the article/story on the "My Assignments" page under their "Assignments to Do" section. When they hover their mouse over the text, they will see the words "Resume Assignment" appear. Once they click on the text, they can pick up where they last left off! Homework-None (unless you did not finish both of your CommonLit assignments). Also, you will need your own personal copy of The Illustrated Man next week.
Friday 9/14	All periods- Quickwrite 21 Create a chart that identifies the conflicts in “All Summer in a Day.” Create a Venn diagram that compares the short story and video adaptation of “All Summer in a Day. Compare and Contrast: All Summer in a Day (video adaptation and short story). All Summer in a Day (full movie) (If the above link for All Summer in a Day doesn't work, try the following three links.) Part 1: All Summer in a Day (Pt. 1) Part 2: All Summer in a Day (Pt. 2) Part 3:All Summer in a Day (Pt. 3) Reflection 22 From the options below, select the best theme for “All Summer in a Day.” Explain why you selected your thematic message and provide textual evidence to support your opinion. Jealousy, Bullying, and Isolation (Jealousy can lead to cruelty) Nature is powerful (Power of Nature) Nostalgia can cause Discontent (Nostalgia and Discontent) Anticipation and Disappointment Homework-None

Date

Assignment (9/3 to 9/7)

Monday

9/3

No school due to Labor Day observation.

Tuesday

9/4

All periods-Quickwrite 14 (Tell me about a time when you wanted something so bad, that you would probably do anything for it.)

Class read "Raymond's Run." Reflection 15 (Did the author provide the story with an appropraite resolution?)

Homework- MLL pg. 43 (1-3, 5-8), due Friday (9/7). Journal Response 13 (due 9/5). Choice board project (due 9/5). The Rocket Discussion Questions (due 9/5). Get your personal copy of The Illustrated Man (T.I.M.) Pay for the insurance ($20) needed to get your Chromebook (DeKalb County Chromebook Sign Up Link).

Wednesday

9/5

All periods-Quickwrite 16 (Create a chart that identifies the characters, their conflicts (types), and the resolutions if applicable.Mr. Reed continued to hold teacher-student conferences. The students were allowed to on MLL pg. 43 (1-3, 5-8) in the interim. Mr. Reed collected The Rocket Discussion Questions and The Ransom of Red Chief Choice Board projects at the end of class.

Homework-MLL pg. 43 (1-3, 5-8), due Friday (9/7).

Note: If you have not completed your paperwork for Chromebook and paid the $20 insurance waiver, please do so by Friday. The technology department will distribute Chromebooks to 8th grade students who have paid and completed all of their paperwork. If you do not have Internet access and need a hard copy of the paperwork, please see me or any of your team teachers.

DeKalb County Chromebook Sign Up Link

Thursday

9/6

All periods- Quickwrite 17. Reworked journal entries 15-16.

Homework-

MLL pg. 43 (1-3, 5-8), due Friday (9/7).

DeKalb County Chromebook Sign Up Link

Friday

9/7

4th/6th period-Quickwrite 18. Mini-lesson on Allusions (video and Prezi presentation). Students worked individually, in a pair, or with a group to interpret and explain seven allusions (handouts).

Homework-None. Get your own personal copy of The Illustrated Man.

Date	Assignment (8/27 to 8/31)
Monday 8/27	1st period-The class reviewed and graded The Ransom of Red Chief Discussion Questions. Mr. Reed explained and assigned The Ransom of Red Chief Choice Board Project. 4th/5th period- Interactive workshop on Theme. Class watched a BrainPop video on Theme and completed the interactive quiz. Afterwards, the class reviewed a past Quickwrite (#7 Can you list a thematic message in "The Ransom of Red Chief"?) For the next task, students were allowed to work individually, with a partner, or in a group. Mr. Reed gave the students a key word, Students constructed a thematic message that contains their keyword. Each thematic message must be supported by textual evidence. 6th period- Completed watching The Ransom of Red Chief. Homework-The Ransom of Red Chief (TRCC) Choice Board Project (due 9/5 unless you select the movie trailer option). Practice TRCC Quizlet set.
Tuesday 8/28	1st/4th/5th period-Quickwrite 9 (I also collected TRCC Venn diagrams.) In your own words, what is your definition of irony? What is the denotation for irony? What examples of irony can be found in O. Henry’s “The Ransom of Red Chief”? Bonus Question: Many will claim that “O. Henry” lived a life of irony? Why? (Hint: He died in 1910) Class discussed Quickwrite 9. Students created a KWL Chart on the back of QW9. Students filled in applicable parts before and after watching a video about the Types of Irony. Types of Irony Quickwrite 10 (1st/5th period only) Think back to a time when you were faced with making a hard decision. After reflecting, do you think you made the right choice? Would your life be different if you could change your selection? Do you have any regrets? Explain your response. Students shared their responses and the class discussed QW10. Homework- The Ransom of Red Chief (TRCC) Choice Board Project (due 9/5 unless you select the movie trailer option). Practice TRCC Quizlet set (daily). Work on obtaining your own copy of Ray Bradbury's "The Illustrated Man." 6th period- Exit Ticket 4 1) What did you learn about the types of conflict? 2) Can you list any other types of external conflicts that were not mentioned in today’s lesson? Reflection 6 Identify a few of the humorous elements of the story. How do they contribute to the story as a comedy? Explain your answer. Quickwrite 7 Can you list a thematic message of “The Ransom of Red Chief”? Quickwrite 9 (see above text) 6th Period Homework- Redo Quickwrite 7 (due tomorrow). Students were allowed to select a key word (criminality, justice/judgment, dreams/hopes/plans, violence, underdog, or imagination). Students will use their selected keyword to construct a thematic message that contains their key word. (Note: You must support your thematic message with textual evidence.) The Ransom of Red Chief (TRCC) Choice Board Project (due 9/5 unless you select the movie trailer option). Practice TRCC Quizlet set (daily). Work on obtaining your own copy of Ray Bradbury's "The Illustrated Man."
Wednesday 8/29	All periods- Reflection 10 Think back to a time when you were faced with making a hard decision. After reflecting, do you think you made the right choice? Would your life be different if you could change your selection? Do you have any regrets? Explain your response. Introduction to Ray Bradbury's The Illustrated Man. Class read and discussed the "The Rocket." Homework- Reflection 11 Do you agree with how Bodoni spent his family’s money? Explain your response. Using either Bramante or Maria, tell me how your selected characters’ traits assisted the author with developing as well as advancing the plot of the story ("The Rocket"). Reflection 12 (due tomorrow) and Journal Response 13 (due 9/5) also assigned to 4th period only (see Mr. Reed for a handout). Choice board project (due 9/5). Study Quizlet vocab (due 8/31). Prepare for tomorrow's test over TRRC.
Thursday 8/30	All periods- Student Work Day/Teacher-Student Conferences. Students were allowed to work on Reflection 12, Journal Response 13, and their The Rocket Discussion Questions (with access to The Illustrated Man novels). Mr. Reed met with his first round of students. (We discussed student learning styles, academic needs/goals, current grades, and areas of concern.) Homework- Journal Response 13 (due 9/5). Choice board project (due 9/5). The Rocket Discussion Questions (due 9/5). Study Quizlet vocab (due 8/31). Prepare for tomorrow's test over TRRC. Get your personal copy of The Illustrated Man (T.I.M.) Pay for the insurance ($20) needed to get your Chromebook (DeKalb County Chromebook Sign Up Link).
Friday 8/31	All periods-Test (online) over "The Ransom of Red Chief," Homework-None . . . unless you have not finished the following: Journal Response 13 (due 9/5). Choice board project (due 9/5). The Rocket Discussion Questions (due 9/5). Get your personal copy of The Illustrated Man (T.I.M.) Pay for the insurance ($20) needed to get your Chromebook (DeKalb County Chromebook Sign Up Link).

Date	Assignment (8/20 to 8/24)
Monday 8/20	1st period-The class recapped their reading of part one of "The Ransom of Red Chief" (TRRC"). Afterwards, Mr. Reed assigned the After Reading questions on MLL pg. 59 (1-3, & 5-6). Remember, the questions should be answered using the PQA format (Put the Question in Your Answer). Example: #1. Why do Sam and Bill need two thousand dollars? (Answer in PQA format: Sam and Bill need two thousand dollars to pull off a fraudulent town-lot scheme in Western Illinois.) 4th period- Reflection 6 (Which character(s) rise in luck or fortune through the story? Explain how.) The class discussed the various characters that they had a rise in luck/fortune. Students supported their answers with textual evidence from the story. Next, the students were assigned Quickwrite 7 (Can you list a thematic message of “The Ransom of Red Chief”?) Most of the students struggled with this prompt or offered "Expect the unexpected . . . " as a response. Mr. Reed did a mini-lesson Theme and presented a variety of thematic messages revolving around the criminality of the characters. The class was then separated into two teams (Red and Blue) for a debate. Each group was given a point and charged with the task of finding textual evidence to support their argument. Blue-"The kidnapping would have worked if the criminals were simply a little more ruthless." Red- Red Chief is a force of nature and no criminal, no matter how cunning, could have tamed him. Mr. Reed gave closing thoughts regarding the debate and assigned homework (see below). Homework- MLL pg. 59 (1-3, 5-6) is due on Wednesday. Practice your TRRC vocabulary on Quizlet (daily). First period only: Please return your signed syllabus by Wednesday (8/22), Note: This week, our class periods will be on a block schedule due to MAP Testing. We may/may not see all of our periods for instructional time.
Tuesday 8/21	1st period- Reflection 6 1^st/5^th/6^th Identify a few of the humorous elements of the story. How do they contribute to the story as a comedy? Explain your answer. 4^th period only Which character(s) rise in luck or fortune through the story? Explain how. Class discussed their selected journal entry for Reflection 6. Students were given The Ransom of Red Chief Discussion Questions. Mr. Reed assigned one question to each student to complete. Afterwards, students were allowed to visit their fellow classmates to discuss questions and receive answers. Homework- MLL pg. 59 (1-3, 5-6) due Wednesday. Syllabus Signature Page (due Wednesday-1st period only). The Ransom of Red Chief Discussion Questions (due Friday). Note: This week, our class periods will be on a block schedule due to MAP Testing. We may/may not see all of our periods for instructional time.
Wednesday 8/22	All periods- Collected homework assignment MLL pg. 59. (If you did not turn it in on time, please take advantage of my late work policy. Remember, it's -20 points each day for a maximum of three days. After the third day, the zero becomes permanent. 1st/4th/5th period- Using a Venn diagram and t-chart graphic organizer, the class watched part one of The Ransom of Red Chief. While watching the film, the students independently plotted the similarities/differences between the short story and the movie on their Venn diagram. Students also used their t-charts to list humorous events from the film. (They will use this information to support the story's placement as a fictitious comedy.) Side note: I hope you enjoyed the movie and popcorn. ;-) 5th period- Today's activity was tabled. There was a large percentage of students who did not turn in their homework. Mr. Reed gave the class the opportunity to complete their homework assignment (MLL pg. 59) for late credit. The other students were allowed to work on The Ransom of Red Chief Discussion Questions (due Friday). Homework- The Ransom of Red Chief Discussion Questions (due Friday).TRRC vocabulary on Quizlet (daily).
Thursday 8/23	1st/4th/5th period- The class watched finished watching The Ransom of Red Chief. While watching the film, the students independently plotted the similarities/differences between the short story and the movie on their Venn diagram. Students also used their t-charts to list humorous events from the film. After the movie, the studnets worked with a partner or in a group to compare/contrast their answers and information. 6th period- Today's class period was abbreviated for some students due to MAP Testing and foreign language classes. The students were allowed to use their class period to work on The Ransom of Red Chief Discussion Questions (due Friday). Homework-The Ransom of Red Chief Discussion Questions (due Friday).TRRC vocabulary on Quizlet (daily).
Friday 8/24	All periods-Allowed students to work together to complete The Ransom of Red Chief Discussion Questions.(Journal Response 8 was assigned to 4th/6th period). TRRC Choice Board Project assigned. Homework-None (#TGIF). (Unless you want to begin working on your TRRC Choice Board Project.)

Date	Assignments (8/13 to 8/17)
Monday 8/13	All periods-Quickwrite 3 (1. What are the types of conflict? 2. How important is conflict for a story?) Mr. Reed explained how the students should organize and structure their composition notebooks. Next, students received an introduction/refresher to Microsoft Office 365 (O365). The class learned how to access O365, how to find their student email addresses, how to sign up/use Quizlet, and how to access Mr. Reed's teacher website for class work/homework. Homework-Study the Quizlet vocabulary set for "The Ransom of Red Chief" (study daily until Friday). Return your signed syllabus signature page (due Friday). Quizlet Class Join Links 1st period 1st period Quizlet Class Join Link 4th period 4th period Class Join Link 5th period 5th Period Join Class Link for Quizlet 6th period 6th Period Quizlet Class Join Link Note: All handouts from last week have been uploaded to the Printable Files/Resources section of my website.
Tuesday 8/14	All periods-Reviewed QW 3. Mini-lesson over Plot and Conflict (read MLL pg 24). Mr. Reed lectured about the types of conflict (internal and external). The class watched "Teaching Types of Conflict Through Film" (see resource link below). Students were then assigned to read Model 1: External Conflict and Model 2: Internal Conflict, then complete the Close Read questions (MLL pg. 25) for both models. Exit Ticket 4 (1) What did you learn about the types of conflict? 2) Can you list any other types of external conflicts that were not mentioned in today’s lesson?) Homework-Close Read questions for Model 1 & 2 (MLL pg. 25). Practice studying the Quizlet vocabulary set for "The Ransom of Red Chief." Return signature page of syllabus. Resource: Teaching Types of Conflict Through Film
Wednesday 8/15	All periods-Students read Part 2: Stages of Plot and Part 3: Analyze the Literature in their literature textbooks (MLL pg. 26-31). Students were assigned all of the Close Read questions (1-11) for Part 2 & 3. Homework-Close Read questions for Parts 2 & 3 (MLL pg. 26-31). Practice studying the Quizlet vocabulary set for "The Ransom of Red Chief." Return signature page of syllabus.
Thursday 8/16	All periods-Students were given 20-30 minutes to work on their Close Read questions from MLL pg. 26-31. Afterwards, the class played a few rounds of Quizlet Live to practice "The Ransom of the Red Chief" vocabulary set. Homework- Close Read questions for Parts 2 & 3 (MLL pg. 26-31). Practice studying the Quizlet vocabulary set for "The Ransom of Red Chief." Return signature page of syllabus.
Friday 8/17	All periods- Reflection 5 Tell me about a time when one of the following phrases applied to one of your situations: 1) “It seemed like a good idea at the time . . .” or 2) "Expect the unexpected . . . " Class read "The Ransom of Red Chief" by O. Henry (MLL pg. 48-57). Note: Mr. Reed will be absent today. Enjoy your weekend; I'll see you on Monday. Homework-None

Date	Assignment (8/6 to 8/11)
Monday 8/6	#QOTD: What are some things that a good story should contain? All periods (except 1st)-Ice Breaker (Two Tales and the Truth). Students introduced themselves by sharing their tales. Mr. Reed attempted to guess which statement was truthful. Next, the students worked independently, with a partner, or in a group to complete Quickwrite 1. (QW1. What are somethings that a good story should contain? 2. What important but recent event in your life could your write a story about?) The class shared their responses to question one and Mr. Reed discussed why specific parts of a story were necessary in great literature. Homework-Think about a recent event worthy of becoming a short story. Bring a dollar on Friday if you want to order a paper picture book for your project. Note: The class syllabus will be distributed on Friday (the first full, regular school day). First period did not have class on Monday due to an abbreviated instructional schedule.
Tuesday 8/7	#QOTD: What makes a great story? All periods (except 1st)-Quickwrite 2 Why do we use graphic organizers in school? What did you learn about the ingredients of a good story? Students used a KWL Chart to fill out what makes a great story? 1st period-Completed an abbreviation of Monday's lesson (no homework). Homeroom-Select a recent event worthy of becoming a short story. We will begin outlining your story on Wednesday. Bring a dollar on Friday if you want to order a paper picture book for your project. Note: The class syllabus will be distributed on Friday (the first full, regular school day).
Wednesday 8/8	All periods (except 1st)-Students completed a Learning Style Inventory. Afterwards, Mr. Reed did a mini-lesson on plot diagrams. Next, the students used a plot diagram model (handout) to outline their selected stories. Homework-Complete a plot diagram over your selected story (due Friday). Bring a dollar on Friday if you want to order a paper picture book for your project. 1st period-Completed an abbreviation of Tuesdays lesson (no homework). Note: The class syllabus will be distributed on Friday (the first full, regular school day).
Thursday	All periods (except 1st period)- Unit 1 Pre-Assessment. Homework-Complete a plot diagram over your selected story (due Friday). Bring a dollar on Friday if you want to order a paper picture book for your project. 1st period-Completed an abbreviation of Tuesdays lesson. Homework-Bring a dollar on Friday if you want to order a paper picture book for your project. Note: The class syllabus will be distributed on Friday (the first full, regular school day).
Friday	1st period-Unit 1 Pre-Assessment. Homework-None 4th/5th/6th period- The class read, reviewed, and discussed the class syllabus. Afterwards, Mr. Reed collected the Personal Narrative Plot Diagrams and the students were assignmed their literature textbooks. Mr. Reed also gave out blank picture books to the students who order them. Homework-None

Henderson Middle School

Dekalb County Schools

Class Assignments

Classwork/Homework Assignments