Warm-up: Read and respond.

Every gun that is made, every warship launched, every rocket fired signifies in the final sense, a theft from those who hunger and are not fed, those who are cold and are not clothed. This world in arms is not spending money alone. It is spending the sweat of its laborers, the genius of its scientists, the hopes of its children. This is not a way of life at all in any true sense. Under the clouds of war, it is humanity hanging on a cross of iron. ~Dwight D. Eisenhower, speech, American Society of Newspaper Editors, 16 April 1953

1. Summarize Eisenhower's main point.
2. Respond with your opinion of the content of his quote.

Global Prompt #1: Informational/Challenge

Global Prompt #2 Argumentative/Challenge

Global prompt #3 Informative/Emerging

9/2-9/5

Hi all! I am so excited about your enthusiasm and effort so far this year. You are very hard-working and, from what I've observed, very supportive of one another. Please keep up the good work! Here is what we will be doing for the rest of the week:

Tuesday
Class: Complete literary skills pre-assessment. Begin short grammar pre-assessment. I will use this data to give you individualized attention regarding your skill level.

Homework: Read for 30 minutes. Bring Independent reading book for DEAR at PA.

Wednesday
Class: Mrs. Motta, Culbreth's gifted specialist, is co-teaching with me today! We will discuss annotating text and creating objective summaries to clarify and comprehend complex texts. We will model these skills with the following scholastic news article: Putin's Power Play.

Third period students will attend an author's talk in the media center. Here is more information about the NY Times bestselling author Ellen Hopkins: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies can be ordered through Flyleaf Books or through the Culbreth Library.

Homework: Finish reading and annotating "Putin's Power Play." Create an objective summary for the article. Use the following strategy to help you create an objective summary. This will be due Friday for all classes.

Objective Summary Strategy:
1. Name It: the title and author

2. Verb It: explains, describes, demonstrates, displays, etc.

3. Central Idea: Synthesize the important details into one statement.
Example: The article "Zombie Apocalypse" by Jessie Grinnell explains how zombies have descended upon Carrboro and examines steps citizens can take to defend themselves from extermination.

4. Using transition statements ("In addition," "This is demonstrated by," "Because of ….,") introduce three to four more key details from the texts. Remember to state these details in your own words. This will show that you understand the material that you have read.

5. Create a concluding sentence. Consider transitions words and phrases such as "Consequently" or "As a result of" in order to complete your summary.

Thursday
Class: We will discuss the Four-Square graphic organizer for the Global Conflict essay. Students will work together to define and identify different parts of a successful essay. We will review how to incorporate quotes gracefully, and will discuss effective transition phrases and summaries.
We will also collaborate with our peers to create objective summaries of complex texts. Students will be assigned one of two articles to read, annotate, and summarize objectively.

Sixth period students will attend an author's talk in the media center. Margaret Stohl is the New York Times bestselling author of the Beautiful Creatures series Here is some more information about the visit: http://flyleafbooks.com/author-ellen-hopkins. Autographed copies of the book will be able through Flyleaf Books or through the Culbreth Library.

Homework: Finish reading assigned article and summarize.

Assignments and rubrics

Here is the link to the news report template:News report. Either make a copy and save to your Google Drive or print a copy and handwrite your responses. You may choose any news article that interests you. Although not required, I would suggest you consider finding an article about conflict or war so that you can incorporate some of the material during our Global Conflict unit class discussions. The completed news report is due by Tuesday, 9/2/14. You can submit through email or just turn it in on Tuesday. Please remember that spelling and grammar errors count against your final score. Turn in your best work.

Click this link for the News report Rubric: Rubric

Model of excellent news report
Model of poor news report

Here are the slides we viewed today about writing objective summaries: objective summary ppt.

Bio Poem:
Follow the template below to create a bio poem. This will help me get to know you a little better. This is due Tuesday as well. Either submit on paper or through email.

Click this link for the Bio Poem rubric: Bio Poem Rubric

(First name)-

(Four adjectives that describe the person)

Son or Daughter of (your parents names)

Lover of (three different things that the person loves)

Who feels (three different feelings and when or where they are felt)

Who gives (three different things the person gives)

Who fears (three different fears the person has)

Who would like to see (three different things the person would like to see)

Who lives (a brief description of where the person lives)

-(last name)

     Hello eighth graders! It is great to be back! I have high expectations for you this year and I know you will bring your best self to class every day. After reading several current educational resources this summer, I came to the realization that student choice is a motivating factor in reading and writing instruction. Therefore, this year you will have many opportunities to pick your own reading material and choose writing tasks that interest you while also aligning with our curriculum. Get ready to write!

Monday
In class: We will review, model, and practice classroom procedures.

Homework: Review course syllabus with your parent(s) or guardian and complete the questionnaire. This is due on Friday. Please be open, honest, and descriptive with your responses.

Tuesday
In class: We will take a pre-assessment for Unit One's mastery skills.

Homework: Read your independent reading book for 30 minutes.

Wednesday
In class: We will find current examples of conflict in the nation and go over the News Report assignment. We will critique examples of quality work and subpar work. We will take Cornell Notes about objective summary and practice writing our own objective summaries.

Homework: Read your independent reading book for 30 minutes. Work on your News Report.

Thursday
In class: We will review conflict in literature and make real life connections to types of global conflict. We will preview our concept map for the Global Conflict Unit In small groups, we will read "Stop the Sun," a short story by Gary Paulsen. Students will analyze elements of fiction within the story.

Homework: Parent/guardian and student to sign syllabus and complete the questionnaire. Complete the News Report, making sure to have at least one person proofread it before submission. Work on the bio poem (due Tuesday).

Friday
In class: At the beginning of class, we will briefly discuss a few upcoming writing contest opportunities. Students will then meet in small groups to present and discuss their News Reports. Students will also work in small groups to brainstorm the costs of war. Groups will use spider map graphic organizers to categorize their ideas. Students will email Mr. Giblin a picture of their graphic organizers so the data can be analyzed, discussed, and refined in his class during this cross-curricular unit.


Homework: Read for 30 minutes. Develop a SMART goal for language arts.

Water Usage Calculator:
https://www.swfwmd.state.fl.us/conservation/thepowerof10/



Race Car Drivers
Skaters
Bicyclists
Football players
Hockey players

How are each protected from strong impacts?

Which materials are used, and which seem to be the most protective? 

What factors need to be taken into consideration in designing and implement safety features?

How are each protected from strong impacts? 

Which materials are used, and which seem to be the most protective? 

What factors need to be taken into consideration in designing and implementing safety features?


In small groups, use the following links to help answer the questions above.
Bicyclists: http://www.helmets.org/howmade.htm
Car drivers: http://www.caranddriver.com/features/breakdown-of-a-racing-helmet
http://www.nascar.com/en_us/sprint-cup-series/nascar-nation/nascar-edu/nascar-basic/safer-barrier.html
Football players: http://www.usatoday.com/story/sports/ncaaf/2013/07/30/concussions-college-football-nfl-guardian-caps/2601063/
http://www.fieldturf.com/en/artificial-turf/how-fieldturf-works
Hockey: http://stars.nhl.com/ext/pdf/NHL_UniformBooklet.pdf
Performance athletics: http://plasticsmakeitpossible.com/2014/07/plastics-take-the-lead-in-sports-safety-and-performance/
http://news.discovery.com/tech/gear-and-gadgets/ten-techs-transforming-sports.htm

Federalist vs Anti-Federalist
Fed/Anti-Fed info