Ms. Diorio

Welcome to Ms. Diorio’s Webpage

5166378358_82b86275ea_o

 

Grade 8 English

In English 8, students must read and comprehend grade-level fiction and nonfiction texts. They must also be able to communicate their ideas orally and through written means, with particular emphasis on writing narrative, informational, and argumentative papers. Students read closely, applying reading strategies to compare and contrast texts. In extended responses, students routinely cite evidence to support their analysis of texts. With increased study of the author’s craft, students evaluate not only the writer’s point of view but also the social and historical context of his or her work. Students are required to participate as members of a literate community, discussing literature and writing, and listening respectfully to others.

8th-Grade-English-Syllabus

English-8-Book-Reports

Current CCSS Literary Standards being addressed:

CCSS.ELA-Literacy.RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RL.8.9
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

CCSS.ELA-Literacy.RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

CCSS.ELA-Literacy.W.8.1.d
Establish and maintain a formal style.

CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Semester 2

Week of 2/11/19

Monday- assign weekly vocabulary: Flowers for Algernon Vocab List 3, review all book report deadlines for the third quarter, read and discuss FFA

Tuesday- review weekly vocabulary, sentences due Thursday, green template due Wednesday, read through progress report 9 in FFA

Wednesday- collect green templates, reminder sentences due tomorrow, practice making inferences citing passages in progress reports 1-9 in FFA.

Week of 2/4/19

Monday-Review of intelligence, IQ testing, the bell curve, the history of the treatment of people with mental handicaps in medical facilities etc…

Tuesday- vocab quiz from last week, assign new vocabulary words: Flowers-for-Algernon-Vocab-list-2 definitions and part of speech due Wednesday.  discuss phonetic spelling, decode Charlies written words, begin templates.

Wednesday- MAP testing

Week of 1/28/19

Monday- discuss midterms, 2nd quarter book reports, visit the library for 3rd quarter books, assign weekly vocabulary:Flowers for Algernon vocab list one

Tuesday- writing prompt, vocabulary KTL cards due Wednesday, independent book report reading.

Wednesday- Intro to Flowers for Algernon, powerpoint on Rorschach testing, begin looking at inkblots, and make observations.

Thursday- continue with inkblots, discussion of imagine seen in inkblots and written reflections.

Friday–MAP testing, vocabulary quiz, book reports

 

Grade Seven English

In English 7, students must read and comprehend grade level fiction and nonfiction texts. They must also be able to communicate their ideas orally and through written means. Students read closely, applying reading strategies to draw inferences and analyze texts, and integrate outside knowledge in their reflections and discussions of the texts. Not only are students required to determine the main ideas of what they read, but they also need to cite textual evidence to support their argument in extended responses. Understanding author’s craft through studying literary devices, diction, and format is emphasized. Students are required to participate as members of a literate community, discussing literature and writing, and listening respectfully to others.This course will address the following: Are students effectively reading and analyzing texts so that they can coherently formulate a summary based off of main ideas? Can students build and defend a thesis statement that serves as the central focus for an argumentative writing assignment? Can students make connections to texts through either real-life experiences, media sources, or other texts that they have read and are they able to support those connections with ample evidence?

7th-Grade-English Syllabus

CCSS.ELA-Literacy.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.L.7.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.7.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-Literacy.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.

Week of 2/19

Monday- complete character charts, assign vocabulary words: outsiders list 3, definitions and part of speech due Wednesday, begin reading and discussing chapter 3.

Week of 2/11

Monday- assign weekly vocabulary:The Outsiders list 2, finish reading chapter 1 of the Outsiders, sentences due Thursday, begin characterization charts.

Tuesday- no class two hour delay

Wednesday- review weekly vocabulary, sentences due tomorrow, complete characterization charts.

Week of 2/4/19

Monday- writing prompt, read “A Cap for Steve” and answer for study and discussion questions.

Tuesday- assign weekly vocabulary: The Outsiders Vocabulary list 1 definitions and part of speech due Wednesday, begin reading and discussing The Outsiders.

Wednesday- MAP testing

 

Week of 1/28/19

Monday- discuss midterms, 2nd quarter book reports, visit the library for 3rd quarter books, assign weekly vocabulary:100 words list 2

Tuesday- writing prompt, KTL vocabulary cards, independent reading of book report books.

Wednesday- overview of third quarter biography/autobiography book report project.

Thursday- Intro to the Outsiders, KWL chart 1960′s.

Friday- Vocabulary quiz, continue intro to the Outsiders