Unit #1

Enduring Understandings:

• English class is a tool for success in an 8^th grader's life.
• I have specific responsibilities as a student.
• In order to make the classroom run effectively, school and classroom rules must be followed. 
• Knowing my individual strengths and weaknesses will enhance my learning.
• Literature is designed to connect to my life and can reveal parts of myself that I didn’t know were there. 
• Who I am is still developing.
• People learn in different ways.

Essential Questions:

• Who am I?
• What is my role, and the teacher’s role?
• Who am I as a learner? 
• How can I use school/English class to make me successful?
• How can I use self-knowledge to set goals and make a plan to achieve them?
• How is literature designed to connect to my life or others?
• What are some reasons for discussing/reading literature?

Writing assignment #1

Writing Assignment #2

Online Assignment #1

Directions:

1. Write your name on your index card. 
2. Take Multiple Intelligence Quiz first.  Use the hyperlinks below.
3. Write the code located on the "results" screen on the second line of your index card. 
4. Record your two strongest Multiple Intelligences on the card.
5. Take the "Seeing, Hearing, Doing" quiz.  This should only take about 5 minutes.
6. Record your strongest learning style.

Multiple Intelligence Quiz

Seeing, Hearing, Doing Quiz

Form: Interior Monologue

Poetic element: Must Contain a Metaphor

Topic: Your Choice

Metaphors: Poetry As We See It

1. Begin to fill out the "Writing Cover Sheet"
2. Come up with questions for Self -Conference using Revising sheet.
3. Use revising sheet to help with peer conferencing. 

1. Choose a metaphor that describes you in some way. 
2. Begin drafting.  Remember this should be your thoughts on the metaphor. 
3. Begin to fill out "Writing Cover Sheet"

Check out More Metaphors

Interior Monologue Example

1.  Choose questions for Peer Conferencing.
2. Switch with a friend.
3. Repeat steps one and two. 
4. Make changes.
5. Paperclip everything together.
6. Turn in for teacher review.

Day 1, Prewriting:

Form: Personal Narrative/Short Story

Required element:

1. Must have a distinct plot with Exposition, Rising Action, Climax, Falling Action, and resolution.
2. The writer much choose a main conflict that may be: Character vs. Character, Character vs. Self, Character vs. Nature, or Character vs. Society.
3. Must be based on a true event in the writer's life. 

Topic: Must be based on a true event in the writer's life.  The basis for this is up to the writer.  You can choose any event in your life. 

Graphic Organizer: Plot diagram

HOW TO BEGIN:

• Look at your "Heart Map" in your Writing Notebook.  Think about an event that you have recorded in that heart map
• Start this assignment by making a plan.  Use the handout "How to Write a Short Story/Personal Narrative" to begin the prewriting process. 
• Then make a plot diagram use this as your graphic organizer. 
• If you don't finish in class, make sure you complete up to Step 3 in "How to Write a Short Story/Personal Narrative" for HOMEWORK.  I will check this tomorrow. 

Day 2

Agenda:

1. Warm-up: Write any problems or questions you have about your writing assignment.
2. Review Steps 1-3
3. Continue Prewriting using "How to Write a Short Story/Personal Narrative"
4. Preview Rubric
5. Complete steps 4-6
6. Homework: Finish steps 7 and 8
7. Exit Pass: Any questions about your assignment

Day 3

Agenda:

1. Warm-up: Quotation Marks page 284 (You may write on this)
2. Activity "Narration: Writing a Dialogue" (Complete on own paper)
3. Begin drafting story, adding in dialogue where necessary.
4. Exit Pass: Quotation Marks Page 283 (You may write on this)

Day 4

Agenda:

1. Warm-up: Rewrite this sentence correctly.  We are going to finish the drafting process today said Mrs. Elliott.
2. Discuss Dialogue and view the Writing Dialogue Website.
3. Continue drafting and preparing for peer review. 
4. Exit Pass: Write a one sentence summary of your story.