Ms. Diorio

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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.

Week of October 15, 2018

Monday-Introduce vocabulary, definitions and part of speech due Tuesday, 10/16:The Sea of Trolls vocab set 1, take note on the plot diagram, complete Beowulf POV rough drafts due 10/16.

Tuesday-review vocabulary, collect Beowulf rough drafts, grammar exercise- end punctuation, Introduction of The Sea of Trolls, examine book cover/jacket/resources, begin reading and discussing chapter one. Green template is due tomorrow, October 17.

Week of October 9, 2018

Monday- No school

Tuesday- Orange template due, Blooms questions,- Beowulf, assign weekly vocabulary: Beowulf vocabulary list two with definitions due tomorrow!

Wednesday- review vocabulary, discuss literary devices: small group work on simile, metaphor, personification, and hyperbole. What is point of view? Introduce Beowulf Point of View Paper, read student exemplars, begin brainstorms. Sentences and illustrations due tomorrow, Thursday, 10/11.

Week of October 1, 2018

Monday- independent reading and working on templates Purple template due Wednesday 10/3,  review of weekly vocabulary- definitions and part of speech due Tuesday 10/2: Beowulf vocabulary list one with definitions, introduce Viking culture, review names and places in Beowulf, review capitalization rules.

Tuesday- Review vocabulary homework, make literary device flip charts, discuss metaphor, simile, irony, hyperbole, idiom, oxymoron, and personification, begin reading and discussing Beowulf. Purple template due Wednesday 10/3

Wednesday- MAP testing sentences and illustrations are due Thursday, 10/4.

Thursday- MAP testing, finish reading Beowulf.

Friday- vocabulary quiz, close reading and comprehensions questions, review pronouns and helping verbs.

Week of September 3

Monday- no school

Tuesday-  Introductions, rules and expectations

Wednesday- review summer project expectations and timeline, formative assessments

Thursday-Writing prompts, cursive writing assessment

Friday- begin three paragraph argument essay

Week of Sept 10, 2018

Monday- Allegory- literary device, pronouns and antecedents. Continue three paragraph essay.

Tuesday- Library introduction, select book report book, school picture day, continue with pronouns

Wednesday and Thursday- summer project presentations

Friday- review plans for next week, check book report books, silent read.

Week of 9/17

Monday- morning journal response, begin verbs, begin weekly unit on American Heritage, examine art and pictures from the period and start to read and discuss Paul Revere’s Ride.

Tuesday- morning journal response, continue with verbs, continue reading and discussing Paul Revere’s Ride, write and respond to the literature.

Wednesday- Morning journal response, begin reading and discussing The Gettysburg Address, if time begin writing and responding to literature.

Thursday-Morning journal response, finish verbs and writing and responding to The Gettysburg Address, and begin reading and discussing, I Have a Dream.

Friday- Morning journal response, finish reading and discussing I Have a Dream, complete writing and literary responses, complete weekly unfinished work, silent read.

Week of 9/24

Monday- Written reflections on last week, review verbs, action verbs, linking verbs, 23 helping verbs and song, begin subjects, introduction to Beowulf.

Tuesday-notes on Beowulf, continue with subjects, vocabulary

Wednesday-continue notes on Beowulf, linking vs helping verbs, state of being verbs, book report template

Thursday- review for parts of speech quiz, kennings exercise, Intro to Hero’s Journey Book Report sign off papers due

Friday- Parts of speech quiz, types of sentences, silent reading

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 10/15/18

Monday- introduce new vocabulary, definitions and part of speech due Tuesday, 10/16:Vocabulary-Week-4, take notes on plot diagram, read and discuss chapter 2 in Bystander.

Tuesday- review vocabulary, grammar lesson- capitalization, finish reading chapter 2 in Bystander, read and discuss chapter 3, complete comphrension questions chapters 2 and 3. Green template due tomorrow, 10/17.

Week of 10/9

Monday-no school

Tuesday- Orange template due, assign weekly vocabulary: Week 2 Point 2016, definitions and examples due tomorrow, group activity-determining between metaphor, simile, hyperbole, and personification using poetry.

Week of October 1, 2018

Monday- independent reading and working on templates Purple template due Wednesday 10/3,  review of weekly vocabulary- definitions and part of speech due Tuesday 10/2: Week 1 point prefixes, begin subjects, making inferences and exploring theme.

Tuesday- Review vocabulary homework, make literary device flip charts, discuss metaphor, simile, irony, hyperbole, idiom, oxymoron, and personification, begin reading and making inferences based on text. Purple template due Wednesday 10/3

Wednesday- MAP testing, sentences and illustrations are due Thursday, October 4.

Week of September 3

Monday- no school

Tuesday-  Introductions, rules and expectations

Wednesday- review summer project expectations and timeline, formative assessments

Thursday-Writing prompts, cursive writing assessment

Friday- being three paragraph argument essay

Week of 9/10/18

Monday- continue with noun exercises, go over transitional words and phrases, continue three paragraph essays

Tuesday- Library introduction, select book report book, school picture day, continue with pronouns

Wednesday and Thursday- summer project presentations

Friday- review plans for next week, check book report books, silent read.

Week of 9/17

Monday- morning journal response, begin pronouns, begin weekly unit on American Heritage, examine art and pictures from the period and start to read and discuss Paul Revere’s Ride.

Tuesday- morning journal response, continue with pronouns, continue reading and discussing Paul Revere’s Ride, write and respond to the literature.

Wednesday- Morning journal response, begin reading and discussing The Gettysburg Address, if time begin writing and responding to literature.

Thursday-Morning journal response, finish pronouns and writing and responding to The Gettysburg Address, and begin reading and discussing, I Have a Dream.

Friday- Morning journal response, finish reading and discussing I Have a Dream, complete writing and literary responses, complete weekly unfinished work, silent read.

Week of 9/24

Monday- Written reflections on last week, review of pronouns, begin verbs- discussing action verbs, linking verbs, helping verbs, helping verbs song.

Tuesday- Continue verbs, vocabulary, linking verbs, types of sentences, book report guidelines

Wednesday- writing prompt-Bystander, verb tenses, book report templates

Thursday- Book Report sign off page due, verbs continued, action verbs vs state of being verbs, parts of speech review for quiz

Friday- parts of speech quiz, silent reading, reading assessment