Welcome to 8th grade language arts at Porter!



We are going to have a fabulous year! Stay tuned here for important info, homework, and daily commentary....

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Schoolnotes will be replaced this Friday, January 16, with SchoolFusion. You will be able to access this info and a whole lot more. See Porter's website for more details.

Friday, January 16: This is the last day to refer to SchoolNotes.com for assignments. Students and parents should now go to Porter's schoolfusion website for the latest homework and class information.

In class today, students took a practice quiz on composition, compound sentences and capitalization. We reviewed all three in class. The graded quiz will be given next Wednesday, January 21 when students return to school. In class, students were given time to work on composing their rough draft of the School of Excellence essay. Students should work to complete their rough draft over the long weekend.

Homework: Grammar packets will be due on Wednesday, January 21. Students should review for their quiz mentioned above. Also, students should work to complete their rough drafts for Wednesday.

 

Thursday, January 15: Today, students reviewed the elements of compound sentences: two independent clauses connected by a comma and a conjunction. Afterwards, we reviewed composition elements and began to write rough drafts of our School of Excellence essays in class. Rough drafts should be finished tomorrow for class.

Homework: Reading logs and assessments are due tomorrow (Friday). Grammar packets are due next Wednesday, 1-21. There will be a quiz next Wednesday on composition (brace map) and understanding the elements of composition, as well as compound sentences, commas and capitalization.

Wednesday, January 14: Today, students edited for spelling and grammar during warm up. Afterwards, students worked to identify the different parts of the composition writing domain in persuasive essays.

Homework: Students are to complete unfinished classwork for tomorrow's class. Don't forget, reading logs are due by Friday, 1-16, and grammar packets for 8A are due next Wednesday, January 21.

Tuesday, January 13: Today, students were introduced to the writing domain of composition. We drew brace maps to identify and discuss the different items that make up the composition domain. Afterwards, students began to organize their brainstorming notes into a thesis statement and an organized tree map.

Homework: For class tomorrow, students should have a completed tree map. Don't forget reading logs/assessments are due by this Friday, January 16. Grammar packets are due next Wednesday, January 21.

Monday, January 12: Today, students began a new warm up called Caughtya Grammar to practice editing. Caughtya will be collected each Friday in class for the next six weeks. Students reviewed the rules for capitalization and practiced utilizing these rules. Afterwards, students practiced composition skills by reading a new prompt, determining its purpose and audience, and then brainstorming ideas. Students ended the class by writing a thesis statement.

Homework: Students received a grammar packet containing capitalization and comma practice. 8A's packet will be due on Wednesday, January 21. Don't forget, reading logs and assessments are due by this Friday, January 16.

Friday, January 9: Today, students practiced verb tense usage by rewriting "The Gingerbread Boy" story. Afterwards, we reviewed the practice Writing SOL multiple choice test that was given yesterday in class. Students were able to identify their areas of strength and weakness in grammar, editing and composition. We will begin to work through our weaknesses next week in class with specific assignments that address these tasks. At the end of class, students who were not finished with their writing prompts were able to work on them. The rest of the class was given an opportunity to go to the library and/or read for their reading logs, which are due by next Friday, January 16.

Homework: There is no written homework this evening, however reading logs are due next week by Friday, January 16. The reading log has both a side for pages read, as well as a side with an assessment that must be completed for one of the books read during the quarter. Students should also be memorizing the writing process flow map.

Thursday, January 8: Today, students took a practice Writing SOL multiple choice test, and then continued to work on their writing prompts. Most students finished. Students will be given more time in class tomorrow. All students should be bringing a reading book to class.

Homework: There is no written homework this evening, however reading logs are due next week by Friday, January 16. The reading log has both a side for pages read, as well as a side with an assessment that must be completed for one of the books read during the quarter. Students should also be memorizing the writing process flow map.

Wednesday, January 7: Students spent the entire class period working on their writing prompt for the second quarter. All prompts will be finished in class tomorrow. Students should have their reading book with them to read as they complete their assignment.

Homework: There is no written homework this evening, however reading logs are due next week by Friday, January 16. The reading log has both a side for pages read, as well as a side with an assessment that must be completed for one of the books read during the quarter. Students should also be memorizing the writing process flow map.

Tuesday, January 6: Students completed a verb review for warm up this morning. Afterwards, they worked in pairs to organize a puzzle in sequential order to review the writing process. For the remainder of class, students worked on composing their second quarter writing prompt. This prompt will be completed in class tomorrow.

Homework: There is no written homework this evening, however reading logs are due next week by Friday, January 16. The reading log has both a side for pages read, as well as a side with an assessment that must be completed for one of the books read during the quarter. Students should also be memoring the writing process flow map.

Monday, January 5: Happy New Year! Today, we reviewed the parts of speech, and began to focus on verbs. Students were given a new book report assignment for January (due January 29) and visited the library to select a new book. Students were also presented with the calendar for January. Writing will be our focus.

Homework: tudents must prepare an enthusiasm map about themselves that shows their interests. It is due for class tomorrow.

 

Friday, December 19: Today, students continued to showcase their knowledge of world history in the interactive world history museum. Students enjoyed a pizza lunch, and a drama production in the afternoon.

Have a safe and happy holiday break! I look forward to seeing you NEXT YEAR!

P.S. - There is no homework, however, don't forget that your reading log will be due during the week of January 12-16. Don't give up on reaching your goal. Pick up a good book during the break!

Thursday, December 18: Today, students showed off their knowledge and creative talents at the interactive world history museum. We will be showcasing the museum tomorrow morning until lunch time at 11:30. Parents are welcome to come in and view our students' incredible work.

 

Wednesday, December 17: Today, students were given the class period to prepare their exhibit for tomorrow's interactive world history museum.

There is no homework, however, students should be reading nightly to fulfill their reading log contract. Reading logs and assessment (on the  back) will be due the week of January 12-16.

Tuesday, December 16: Today, students finished discussing The Giver, and wrote a paragraph about changes they've identified in the protagonist, Jonas.

There is no homework this evening.

Monday, December 15: Today, students worked to finish and present their skits about The Giver.

Friday, December 12: Student spent the beginning of the class period in the computer lab working on their Giver skits and flow maps. Afterwards, they were able to work in their groups to finish their newspaper projects, which are due on Monday.

Thursday, December 11: Today, students practiced choosing the correct homophone for warm up. Afterwards, book reports were collected. Students were assigned to read specific chapters from The Giver. They will be working on creating a skit and a flow map of events along with a group. The skits will be performed on Monday.

Homework: Students should complete their Giver chapters for tomorrow. Students should also come prepared to class tomorrow with their two articles for the newspaper project.

Wednesday, December 10: Students had opportunity to complete their research and writing for the world history newspaper project in the science lab today. Each student is required to produce two articles for their group projects. Final projects will be turned in on Monday, December 15. Students should continue to work on articles for the newspaper project at home.

Homework: Book report projects for November/December are due tomorrow at the beginning of class.

 

Tuesday, December 9: Today, students worked in the science lab with the laptops to continue creating their newspaper projects. Students must have two completed articles for their projects by the end of class period tomorrow (Wednesday). Students should be working on their articles at home as needed.

Homework: Students should be working on their newspaper articles at home. Also, book report projects are due this Thursday, December 11th.

Monday, December 8: Today, students worked in the library to research and prepare their world history museum newspaper projects. Students can definitely be continuing this process on their own at home. Each group must create a newspaper that contains four required articles (see packet), and additional articles based on the number of students in the group. Each student must author at least two articles.

Final newspaper projects are due on Monday, December 15. Students will be in the library again tomorrow to complete their research.

Homework: Don't forget: November/December book report projects are due this Thursday, December 11. Students should also be reading nightly to complete their reading log goal which is due in January.

Friday, December 5: Today, students went to Medieval Times for a field trip. A special thank you to all of our chaperones!

There is no homework for this weekend, however book reports are due this Thursday, December 11. Have a great weekend!  Students should continue to read The Giver, Chapters 11-15.

Thursday, December 4: Today, students spent the class period in the computer lab beginning research for their world history/language arts project. Before beginning research, students took a quiz on Chapters 6-10 of The Giver.

Homework: Students should continue to research and begin writing their newspaper projects at home. The completed project is due on Monday, December 15.

 

Wednesday, December 3: Today, we practiced drawing conclusions/making inferences from text. Students chose an article in the USA Today newspaper to read and identify the who, what, when, where, why and how (5w's/h).  Afterwards, students participated in an activity about The  Giver and making choices. Students reflected about this activity in their journals at the end of class.

Homework: Students should study their Chapter 6-10 vocabulary for The Giver. There will be a short quiz tomorrow that will cover the plot from these chapters as well as the vocabulary.

The interim grading period ends this Friday, December 5.

Tuesday, December 2: Today, we continued to work on comprehending inferences. First, we looked at artwork and wrote about what we saw and then inferred from what we saw. Then, we looked at excerpts from The Giver, our class novel, and inferred from these excerpts.  At the end of class, students reviewed the plot of The Giver from Chapers 6-10.

Homework: Tonight, students must take their list of 15 vocabulary words from Chapters 6-10 of The Giver, and choose one of the following assignments: they may write a short story using the words correctly (underline the words in the text). The story can be fiction or non-fiction. It can be about The Giver, or about something else. A second option is for students to design a quiz using the 15 words (may not be a word with a blank). This assignment is due tomorrow at the beginning of class.

 

Monday, December 1: Today, we reviewed the 5wand H while reading The USA Today. Students then learned about inferring and making inferences. We practiced with a game of charades, and then wrote our own inferencing scenarios.

Homework: Students should come prepared to discuss Chapters 6-10 of The Giver tomorrow, and be familiar with the vocabulary list from those chapters.

Wednesday - No homework! Have a safe and happy holiday!

Tuesday, November 25: Today, students took their academic vocabulary quiz. Afterwards, students made flashcards for their new Giver vocabulary list. Students worked in their reading groups to begin reading Chapters 6-10, which are due for next Monday, December 1.

Homework: Students should complete The Giver chapters 6-10 for Monday, December 1.

Monday, November 24: Today, students reviewed the rules for capitalization and practiced this important skill. We reviewed their Giver  Vocabulary Quiz from last Thursday, as well as their Research CFA test from last Friday. Afterwards, we discussed chapters 4 & 5 from The Giver. Students were introduced to the vocabulary list for Chapters 6-10.

Homework: There will be an academic vocabulary quiz tomorrow in all classes. Words from world history, language arts, Spanish and math will be included. Please study.

Friday, November 21: Today, students took their Research CFA test in class.

No homework this weekend!

Thursday, November 20: Today, students took a vocabulary quiz for The Giver Chapters 1-5. Afterwards, we entered almanac, encyclopedia, primary source and secondary source into our academic vocabulary folders. Students also examined the Potomac News newspaper to examine the format, which is different from the USA Today, the newspaper that we read each week.

Homework: Students should study for their RESEARCH CFA test, which will be given tomorrow. They have been given several study tools to aid them in reviewing. All students should be done reading through Chapter 5 of The Giver.

Wednesday, November 19: We read the USA Today to discuss current events at the beginning of class. Students played a game to review vocabulary for both their Giver quiz (tomorrow) and their Research CFA test on Friday. Afterwards, we reviewed their homework, which was a review packet for the Research CFA test. During the last 30 minutes of class, students worked in groups to complete a reference scavenger hunt to practice utilizing encyclopedias, almanacs, dictionaries, atlases and thesauruses.

Homework: Students should study for their Giver vocab quiz tomorrow. A list of 15 words was given out last week. Students should also complete reading Chapters 4-5 of The Giver for class tomorrow.

Tuesday, November 18: Today, students reviewed primary and secondary sources. They compared and contrasted, took notes from a ppt, and then practiced identifying them and brainstorming them for different scenarios. Afterwards, students reviewed the definitions and uses of different reference materials such as encyclopedias, atlases, almanacs, etc. These items will be covered on the Research CFA test this Friday.

Homework: Students were given a review packet for their Research CFA that is due tomorrow. Students were also assigned to read The Giver chapter 4. Students were given time in class to begin completing these assignments.

Monday, November 17: Today, students read chapter 2-3 of The Giver in class. Afterwards we discussed it, and students were quizzed on their comprehension. We reviewed the vocabulary for chapters 1-5, and then began reviewing primary/secondary resources for the Research CFA test, which will be given this Friday, No sember 21.

Homework: Students should study for Giver vocabulary (Ch1-5) test this Thursday, and Research CFA test this Friday (study guides sent home tomorrow).

Friday, November 14: Today, students participated in Career day. There were no assignments given.

Thursday, November 13: Today, students worked on vocabulary for The Giver. Students also reviewed information with a packet for their upcoming Research CFA test.  Tomorrow is Career Day. Students may "dress for success."

Wednesday, November 12: Today, students were introduced to The Giver by Lois Lowry. We read Chapter 1 together in class. Then they split into groups to answer questions and discuss the events. Students also received a list of 15 vocabulary words. They should use the list as they read and copy the sentence from the book that includes their vocabulary word. Underneath, they should explain what the sentence means or what their understanding of the sentence is. Students will be quizzed on these vocabulary words next week. Students also signed up for their choices for career day, which will occur this Friday.

Homework: Nightly reading to fulfill their reading log goals.

Monday, November 10: Today, students participated in a socratic seminar to discuss Martin Luther King's "I Have A Dream" speech and the urgency that Mr. King felt vs. the urgencies that we face as Americans today. Students were asked to make connections between events occurring in 1963 that were urgent and those occurring today in 2008.

Homework: Students should determine what grade goal they want to reach for their reading log during the second quarter.  Signed goal sheets should be brought to class on Wednesday, 11-12.

Friday, November 7: Today, students went to the library to check out a science fiction book of their choice to read for their Nov/Dec Independent Book Report Project. Students also checked out a copy of The Giver by Lois Lowry. We will be reading this novel together in class.  The remainder of class was spent on Biography book report presentations.

Homework: Students were given a copy of Martin Luther King's "I Have A Dream" speech and a question to consider while reading it. On Monday, students will be participating in a socratic circle discussing this text/question. Students should read the speech critically, and prepare what they would say. Students may have to do some independent research online to prepare.

Thursday, November 6: Today, students turned in their biography book report projects. In class, students were taught about the critical thinking process of participating in a socratic circle. Afterwards, they were able to practice using the rules and methods to dialogue in this style. Only a few students presented their oral book report projects today. We will continue with presentations tomorrow in class.

Homework: There is no homework this evening.

Wednesday, November 5: Today, students searched the newspaper for articles written in informative, persuasive, narrative and expository formats. Afterwards, they received a new November/December calendar for language arts. Students finished presenting their oral reports for the research paper project. At the end of class, we worked on independent/dependent clauses, fragments and combining sentences.

Homework: Biography book report projects are due for all 8th graders tomorrow. Students will give an oral report.

Friday, October 31: Today, students turned in their research paper projects, and presented their power points and posters orally. Students also met with Mrs. Bontempo, our guidance counselor, to talk about finding info online about the different high school programs.

Homework: Students should remember to finish their biography book report project. It wil be due next Thursday, November 6.

ENJOY THE FOUR DAY WEEKEND!!!

 

Thursday, October 30: Today, students spent our class time together using the laptops to complete their research paper projects. Students who were finished were able to work on their bioraphy book report projects, which are due next Thursday, November 6. All 8th grade students took their World History I midterm in homeroom this morning.

Homework: Final copy of research papers, works-cited page and either power point or poster are due at the beginning of class tomorrow. Signed reading logs are also due tomorrow. There will be no school on Monday, November 3 or Tuesday, November 4th. Biography book report projects are due next Thursday, November 6.

 

Wednesday, October 29: Today, students spent the entire class period using the laptops to type their final drafts of the research paper project. Final projects are due on Friday, October 31st, along with the works cited page and their poster or power point presentation. Signed reading logs are also due on Friday in class.

Homework: Students should continue to work on their projects, and study for their world history midterm, which is tomorrow.

Tuesday, October 28: Today, students were quizzed on academic vocabulary from all four subject areas at the beginning of class. Afterwards, we reviewed the writing process post-rough draft and discussed revising and editing. The remaining class time was spent peer-editing research papers. Tomorrow, students will have class time to begin typing the final copy of their research projects.

Homework: Students should complete revising and editing their research paper. The final copy, works cited page and their power point/poster project are all due on Friday, October 31.

Monday, October 27: Today, students reviewed what is involved in revising. They were given a checklist to review against their graded rough draft, as well as notes that covered editing. Students had the majority of class time today to revise, ask questions, and edit their research paper rough drafts. Final copy will be due this Friday, October 31. If students have  completed their campaign poster or power point, they are welcome to turn them in early by signing in a notebook in the front of Mrs. Esmacher's class.

Homework: Study for the academic vocabulary quiz which will be given tomorrow. Words will come from world history, language arts, math and Spanish. Reading logs will be due this Friday for all classes. Research papers will be due in final form this Friday along with works cited pages and power point project or campaign poster (which ever the student chose to prepare).

Friday, October 24: Today, students spent the entire class period in the computer lab. Students turned in a rough draft of their research paper. They were able to complete their Works Cited page, prepare their power point/poster, and begin typing their rough draft.

Homework: Students should be reading 20-30 minutes daily for their reading log, which is due next Friday, October 31.

Thursday, October 23: Today, we added four terms to our academic vocabulary journal: paraphrase, summarize, independent clause and dependent clause. We also discussed how to set up a Works Cited page, which students will be doing in the computer lab tomorrow. Afterwards, students had the remainder of class to work on their rough draft and seek input from the teacher and peers. We will be in the computer lab tomorrow. Students must have their source cards and their project information to participate.

Homework: A rought draft of your student's research paper project is due at the beginning of class tomorrow.

Wednesday,October 22: Today, we used the newspaper to identify and review sentence types: simple, compound and complex. We will be going over each type individually during the next week.  Afterwards, we discussed Edgar Allen Poe's Tell Tale Heart that students read yesterday in class. Students answered questions regarding the text and turned them in before the end of the period.

Homework: Reading response journals have been put on hold until November 10. Students will be keeping a reading log that must be signed by a parent and turned in on October 31. Students should be reading each night for 20-30 minutes.  Students should be working on the rough draft of their research paper project, which is due this Friday.

Tuesday, October 21: Today, we started class with some brainstorming activities. Students practiced four different ways to brainstorm for ideas. Afterwards, we focused on their thinking maps/outline of their research paper project. We continued our flow map of the writing process, and then spent the remainder of the period either adding detail to our thinking map, or beginning to write a rough draft of the research paper.

Homework: Reading response journals have been put on hold until November 10. Students will be keeping a reading log that must be signed by a parent and turned in on October 31. Students should be reading each night for 20-30 minutes. The expectation is that the students will instead be working on their research paper projects, which are due next Friday; and they should be preparing for their World History Midterm, which is scheduled for next Thursday.

Monday, October 20: Today, students received their graded note cards and source cards. We practiced organizing and categorizing notes, writing topic sentences and thesis statements. We discussed how to utilize a thinking map to outline their notes. Students may use either a tree map, a brace map or a flow map. Students were given a large chunk of the class period to review their notes, write their thesis statement, and begin their thinking map outline that is due for class tomorrow.

Homework: Thinking Map outlines for the five paragraph research paper are due tomorrow at the beginning of class.

Friday, October 17: Today, students turned in their note cards and source cards for their research project. Cards will be returned on Monday so that students can start framing their outline/thinking map in class. Thinking maps will be due on Tuesday, October 21. Students took a quiz in class today. Afterwards, they compared and contrasted paraphrasing and summarizing with a partner.

Homework: Reading response journals are due for 8A on Monday. Two of the journal entries should paraphrase what was read. The other two journal entries should summarize what was read.

Have a nice weekend!

Thursday, October 16: Today, students began working in groups to write a message for a specific audience and purpose. Afterwards, we began creating a flow map that will move us step by step through the writing process. We reviewed the four different types of writing: persuasive, informative, expository and narrative, and then listed examples of each.

Homework: All note cards and source cards for the research paper project are due at the beginning of class tomorrow. Students should have their note cards stapled to their source cards. All cards should be numbered appropriately, and should have the student's name on them. There will be a quiz tomorrow on audience, purpose, persuasive techniques and tone.

Wednesday, October 15: Today, we read a letter to the editor from USA Today and discussed audience, purpose and tone. Afterwards, we practiced identifying audience, purpose and tone in writing prompts. At the end of class, students worked in groups to write to a specific audience with purpose and tone.

Homework: Continue gathering data for your research paper. Note cards and source cards are due Friday, October 17.

Tuesday, October 14: Today, we spent our warm up time in free-writing. Students could write whatever they wanted for 8 minutes. Afterwards, we talked about free-writing as a strategy for brainstorming in the writing process.

The bulk of class time today was spent reviewing political ads. Mrs. Esmacher modeled how to take notes on the note cards. Note cards should all be numbered, include the name of the ad,  a list of the persuasive techniques that were used, and then specifics about those persuasive techniques.

Dates for the research paper project have been altered. Note cards and source cards will be due on Friday, October 17th. Note cards must be stapled to the related source card. The thinking map will be started together in class on Monday, October 20. The new due date for the thinking map will be Tuesday, October 21. The rest of due dates should remain unchanged.

Homework: Students should prepare a note card for an ad they will watch tonight. The note card should follow Mrs. Esmacher's format.

Monday, October 13: Today, we spent the first part of class discussing persuasive techniques as they apply to politics. Students were given a new list of persuasive technique notes to use for their research paper projects. Afterwards, we reviewed several ads for each candidate and discussed their usage of persuasive techniques as examples. Students spent the remainder of the class period viewing political ads for their research papers. We will be doing some research in class tomorrow (about 1/2 of class). The remainder of notes must be taken by the student at home. If you don't have Internet service at home, please make arrangements to come in before or after school or at lunch time to finish your note taking. All note cards and source cards are due on Wednesday, October 15th at the beginning of class.

Homework: Students should be collecting notes for their research paper projects.

IMPORTANT ANNOUNCEMENT:

HIGH SCHOOL SPECIALTY PROGRAMS FAIR - NEXT TUESDAY, OCT 21 @ 7 PM AT HYLTON HIGH SCHOOL

Friday, October 10: Today, students spent all of our classtime in the computer lab gathering research for their research paper project. Students are welcome to work at home. Students may go to the Porter website and click on favorites. There are several websites listed there that will help them collect research for their projects.

Homework: 8A reading response journals are due Monday.  Notecards and source cards for the research paper are due next Wednesday, Oct. 15. Have a great weekend.

Thursday, October 9: Today, students received a copy of their research paper project information packet. We reviewed the entire packet in class, and students received deadline information as well as formatting details to ensure everyone was prepared. Tomorrow and Monday, we will spend all of our classtime gathering notes in the computer lab for our projects. In class today, we discussed plagiarism as well as the differences between paraphrasing and summarizing. Afterwards, students worked in groups to practice identifying persuasive techniques used in advertisements.

No homework was assigned for this evening for 8A.

Homework: Students in 8A must write a paragraph describing the proper behavior to demonstrate during a lock down drill at school. 

Tuesday, October 7: Today, students spent the entire class in the library. Mrs. Michaels, our librarian, spoke with the students about how to find and identify relevant and accurate information on the Internet. She also showed them how to narrow their searches to meet the parameters of our upcoming research project. Mrs. Michaels demonstrated how to fill out the MLA Source cards and then how to use Citation Machine from the Porter Library website in order to properly format citatiions for the research project.

Homework: Tonight, students are to watch the presidential debate (it begins at 9 p.m.). They are to write down three (3) facts that they hear, and three (3) opinions that they hear the candidates state. Students should write down who said it, and what was said. This will be due tomorrow.

Monday, October 6: Today, students completed their second academic vocabulary quiz. Afterwards, we reviewed/pre-assessed their knowledge of research vocabulary and topics. Students in 8A celebrated the end of our poetry unit with some readings and snacks.

Homework: There is no homework this evening, however an assignment was made for Tuesday evening. Students are to watch the presidential debate tomorrow evening. They are to write down three (3) facts that they hear, and three (3) opinions that they hear the candidates state. Students should write down who said it, and what was said. This will be due on Wednesday.

Friday, October 3: Today, students took their Poetry/Word Study CFA test in class. Afterwards, they had time to complete their concrete poetry projects that were started yesterday.

Homework: 8A students have reading response journals due on Monday. Also, there is an academic vocabulary quiz on Monday. Students are responsible for all of the words in their folders.

Have a great weekend!

Thursday, October 2: Today, students completed a review packet for their CFA test on poetry and word study. Afterwards, we reviewed the answers together on the Smart Board. Students were given their Practice CFA test to take home and study along with the review packet to prepare for tomorrow's test. Afterwards, students enjoyed reading and creating concrete poetry.

Homework: Study for Poetry/Word Study CFA tomorrow. After the CFA test, we will be having a "poetry celebration" where students will choose one of the poems they wrote during our unit to share with the class. We will share some snacks. Students are welcome to bring in healthy snacks to share.

Wednesday, October 1: Today, students analyzed the poem "Identity" by Julio Noboa Polonco to evaluate symbolism, imagery, tone and mood. Students were introduced to the USA Today newspaper. We will be reading the newspaper at the beginning of class 2-3 times per week. Students visited the library to select a biography for October's book report project. Students have until this Friday, October 3, to secure a biography and bring it in for approval. Biography projects will be due November 6.

Homework: There will be a CFA test on poetry this Friday, October 3. 

Tuesday, September 30: Today, students continued to practice identifying most effective sentences. Students gave oral presentations from their book report projects. Afterwards, we entered academic vocabulary words into our folders. There will be an academic vocabulary quiz next Monday, October 6.

Homework: Poetry CFA test this Friday, October 3.

Monday, September 29: Today, students reviewed their practice tests from Friday. Afterwards, we practiced writing and identifying effective sentences.

Homework: Book report projects are due tomorrow, September 30th. The Poetry CFA test for all classes will be on Friday, October 3.

Our next book report project will focus on biographies. Students will be visiting the Porter library next Wednesday to select a title. If students would like to check out a biography from the public library, or purchase a biography at a book store, they may do so. These titles must be approved by Mrs. Esmacher. Biographies should be selected (if outside class) by Wednesday. More information regarding the project will be given out on October 1.

Friday, September 26: Today, students took a Practice Poetry CFA test in the computer lab that covered analogies, figurative language,  prefixes and symbolism. Students were able to type up one of their poems written in class, and then played review games in the computer lab.

Homework: Reading response journals for 8A are due on Monday. Book report projects are due for all classes on Tuesday, September 30th. The Poetry CFA test for all classes will be on Friday, October 3.

Our next book report project will focus on biographies. Students will be visiting the Porter library next Wednesday to select a title. If students would like to check out a biography from the public library, or purchase a biography at a book store, they may do so. These titles must be approved by Mrs. Esmacher. Biographies should be selected (if outside class) by Wednesday. More information regarding the project will be given out on October 1.

Thursday, September 25: Today, students listed words they knew with the prefix "visi." As we reviewed the tone vocabulary sheet that was completed for homework, we determined that there are many prefixes that mean "not." We brainstormed words that went with im-, in-, un-, dis-.  Afterwards, students broke up into groups to work on a poetry presentation. Each group was assigned a poem and questions to answer regarding vocabulary in the poem, figurative language and theme/tone/mood. Each group will be teaching the class their poem. Presentations began at the end of class today.

Homework: For Friday, students must take their lyrics that were brought in Wednesday, and identify all figurative language and poetic devices that they can find (underline/highlight and label. They may use their poetry tool kit from their language arts binders. There will be a Poetry Quiz tomorrow that will serve as a practice CFA test for the unit. Students will be responsible for figurative language, analogies, prefixes, as well as terms we've discussed from their poetry tool kit.

DON'T FORGET: BOOK REPORT PROJECTS ARE DUE NEXT TUESDAY, SEPT 30.

Wednesday, September 24: Today, students brainstormed words with the prefix "centi" for warm up. Afterwards, we discussed imagery, and why writers use it. Students were paired up to examine a scenic photo, identify descriptive words for their senses, and then write a poem that utilized imagery to paint a picture in the reader's mind.

Homework: Tonight, students should fill out their vocabulary sheet for tone. Numbers 3-10 require the adjective definition as some of the words have more than one meaning. For Friday, students must take their lyrics that were brought in today, and identify all figurative language and poetic devices that they can find. They may use their poetry tool kit from their language arts binders. 

Tuesday, September 23: Today, students began investigating the usage of prefixes before words. In class, we brainstormed words that begin with mono- and poly-. Students will be keeping a list of prefixes in their language arts binder. Afterwards, we discussed the difference between mood and tone. We also determined the similarities between music and poetry. We listened to excerpts from 12 songs, and students determined the tone and mood (in their opinions).

Homework: Students are to bring in lyrics to a song that they like (lyrics must be school appropriate).

Monday, September 22: Today, students took their first academic vocabulary quiz. Afterwards, we reviewed their figurative language quiz from Friday, and Mrs. Bontempo, the guidance counselor, came to speak to the students about Thomas Jefferson High School in Fairfax. Our language arts topic today was symbolism in poetry and political cartoons. We will continue to discuss symbolism this week in class.

Homework: Students received a handout entitled "Music and Your LIfe." Questions #1-9 must be answered in complete sentences and prepared for the beginning of class tomorrow.

Friday, September 19: Today, we reviewed the four types of figurative language and then proceeded to take a quiz. Afterwards, students wrote poetry to model Jack Prelutzky's poem, "Predictable."

Homework: Reading response journals for 8A are due on Monday, Sept. 22. Students will also be having their first academic vocabulary quiz on Monday. This quiz will cover all of the vocabulary words given in all of their core subject areas.

Have a nice weekend!

Thursday, September 18: Today, we focused on personification and hyperbole. For personification, students read an excerpt from Ray Bradbury's There Shall Come Soft Rains. We practiced writing our own personification. To review hyperbole, students read a poem by Shel Silverstein. Both terms were entered into our academic vocabulary folder. We also revised/added to our entries for simile and metaphor. Students were graded today on being prepared for class: they needed their language arts binder, their agenda, their reading book, their warm up folder and their academic vocabulary folder.

There is no homework this evening. Students should review their academic vocabulary for a figurative language quiz tomorrow. There will be an academic vocabulary quiz  for all subjects in language arts class on Monday, 9-22.  The next journals will be due on on Monday, 9-22 for 8A.

Wednesday, September 17: Today, we reviewed metaphors in great detail. A metaphor is a comparison of two different things by using the verb "to be" (is, was, are, were) and not the words like or as. Students watched a short video and then worked together with a partner to define the poetic devices and elements we will be covering in the next week.

Homework: Those students who received less than an 83% on their Reading Response Journal must turn in two new entries to me tomorrow (Thursday, 9-18). All students must have four entries to turn in on Monday, Sept. 22.  Don't forget: book report projects are due on September 30.

Tuesday, September 16: Today, students performed their Simile-Metaphor Theater skit. Afterwards, we had an impromptu assessment of well the students understand metaphors and similes. We also discussed the reading response journals that were turned in yesterday. Those students receiving less than an 83% must turn in two new entries to me on Thursday, 9-18. All students must have four entries to turn in on Monday, Sept. 22.

There is no homework for this evening.

Monday, September 15: Today, we reviewed figurative language with a a bridge map, and then dove into similes and metaphors. Students read and interpreted the poem, "Willow and Gingko" by Eve Merriam. They identified similes, and then rewrote them as metaphors. They wrote similes and metaphors about themselves. To end class, students paired up to write a dialogue for "Simile - Metaphor" Theater. Dialogues will be presented in class tomorrow.

There is no homework this evening. Reading response journals were collected today and will be returned tomorrow. The next journals will be due on on Monday, 9-22 for 8A.

Friday, September 12:  In class today, we began our unit on poetry. Our warm up was focused on practicing analogies. Afterwards, we brainstormed to remember all of the terms, etc. we know that are related to poetry. Students worked in pairs to classify sentences by the figurative language elements of similes, metaphors, hyperboles and personification. We then began to develop a thinking map in our binders that included each of these.

Homework: Reading response journals are due on Monday, 9-15 for 8A. Students should have four completed journal entries. Scholastic Book orders are due on Monday.

Thursday, September 11: Today, students completed their baseline writing prompts in class. Students also finished presenting their Life Map projects, which I enjoyed thoroughly!  We read a poem about September 11, and discussed the lasting ramifications of this tragic event.

Homework: There is no homework this evening. Reading response journals are due on Monday, 9-15 for 8A.

Wednesday, September 10: Today, students practiced determining the relating factor in analogies for warm up. Students continued to work on their baseline writing prompt. Students will finish their prompt tomorrow in class. Life Map presentations continued.

Homework: There is no homework this evening. Reading response journals are due on Monday, 9-15 for 8A.

Tuesday, September 9: Today, students reviewed how to solve an analogy during warm up. Students began writing their baseline prompt. This prompt allows me to assess the students' strengths and weaknesses in writing. Students will continue to work on their prompt tomorrow in class. Life Map presentations continued.

There is no homework this evening. Reading response journals are due on Monday, 9-15 for 8A.

Monday, September 8: Today, students were given their academic vocabulary folder. Students will receive two vocabulary words in each of their subjects each week. Every two weeks, they will have a quiz in language arts to test their knowledge/mastery of their academic vocabulary (all subjects). The first academic vocabulary quiz will be on Monday, September 22.

Students were introduced to reading response journals. Students set up their reading response folder, and were given a sheet of directions (yellow) that explained the requirements. They listened to a poem, read a sample response, and then wrote a response of their own that matched the model.  Reading response journals for 8A will be due every Monday.  The first journal for 8A will be due on Monday, September 15.  Students also began to present their lifemap projects in class.

Homework: Please have language art supplies for class tomorrow.

Friday, September 5: Today, students were tested on the Prince William County Code of Behavior. After receiving an A, students were assigned their lockers.

Homework: Lifemap Projects are due Monday, September 8. Also, all language arts supplies will be necessary: 1 composition notebook, 2 plastic folders with brads and notebook paper, and 1 binder with filler paper.

Have a great weekend!

Thursday, September 4: Today, students completed a vocabulary warm up exercise to review for their COB test tomorrow. We spent time reviewing the rules and regulations packet that was completed in class yesterday, and played a game to test knowledge of Code of Behavior as well. Students should study this evening. 

Summer reading must be turned in by Friday, September 5 in order to receive credit. Students must also turn in their signed Middle School Policies sheet by tomorrow.

 

Wednesday, September 3: Today, students began brainstorming for a lifemap project. They saw a model of a lifemap, and received directions and a rubric for designing their own. Lifemap projects will be due on Monday, September 8.  Students also worked in groups to complete review packets that will become their study guides for the Code of Behavior test (will be given this Friday, Sept. 5).

Students were also given a yellow calendar to put in their language arts binder. This calendar contains all of the due dates for September and October projects. It may be amended, but will serve as a baseline of information. 

Tuesday, September 2: Today in Language Arts, students received and discussed the Middle School Policies and Procedures, a class syllabus, as well as a copy of the Prince William County Schools Code of Behavior. Students also visited the library to receive orientation. They checked out a realistic fiction book for their first book report, which will be due on Tuesday, September 30th. 

Homework: Students are to review the Middle School Policies and Procedures with their parents. After reviewing together, both student and parent should sign the form. Forms must be returned to Mrs. Esmacher in Language Arts by Friday, Sept. 5.

 

Students should be reviewing their Code of Behavior booklets. All 8th graders will take a Code of Behavior test on Friday, September 5.  Students must receive an A on their test to receive their locker (which will be assigned on Friday).

Agendas were passed out in homeroom. Students should bring in $6 to their homeroom teacher to pay for the agendas.