8 th Grade Warm Ups & Agendas “Saving the Wetlands” SHAPIRO.ELA.8.

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Presentation transcript:

8 th Grade Warm Ups & Agendas “Saving the Wetlands” SHAPIRO.ELA.8

UNITED STATES AFFECTED

THE WETLANDS

Warm Up (Tues) This article would most likely be found in a: A.Textbook about ecology & geography B.Popular health magazine C.Newspaper’s obituary section D.Professional journal for animal trainers

Warm Up (Tues) This article would most likely be found in a: A.Textbook about ecology & geography B.Popular health magazine C.Newspaper’s obituary section D.Profession journal for animal trainers CCSS.RL.8. - Audience - Purpose

Essential Question 1: Cornell Notes (1,2,3) 1a. Which sentence from the text best states the main idea? 1b. Make an inference about Andy’s character according to how he feels about nature and what he’s willing to do to defend his beliefs! CCSS.RL.8. - Central Claim - Evidence

Essential Question 2: Cornell Notes (1,2,3) 2. In paragraph 3, the writer attempts to: A. Show Andy’s determination B. Describe Andy’s strategy C. Highlight pollution elements D. ALL THE ABOVE CCSS.RL.8. - Central Claim - Evidence

Essential Question 3: Cornell Notes (1,2,3) Hypothesize: Suppose Andy had lost his fight. What would have happened to the wildlife and the wetlands? CCSS.RL.8. - Central Claim - Evidence

“Saving the Wetlands” Author’s Main Idea – Theme Young people can make a positive difference in the world. Textual Evidence: According to the narrative, by the conclusion of the story, Andy had defeated the land developers and saved the wetland!

“SAVING THE WETLANDS” Packet – Due Tuesday (9-15) Cover: “Title” & Illustration of Wetland Page 1 –(inside cover): Identify Theme or Main Idea of Narrative Textual Evidence to support this Theme/Main Idea. Page 2 – (right of page 1): Support and Inference Chart ( #9 pg. 279 textbook) Comparison Chart: “GRM” & “Wetlands” Page 3 – (back of packet): Complete Writing Lesson (pg. 281) Research and Support

Additional Notes Integrate Language Skills Greek – Latin Roots Text Structure – Organizational Patterns Author’s Argument & Support Comparing Literary Works Impact Analysis of Charts – Graphs Drawing Inferenes Comprehension Questions – Literary Analysis

Warm Up (Wed) From what point of view is this article written? A.First person B.Third person, limited C.Third person, omniscient CCSS.RL.8. - Point of View

Key Vocabulary Complete the vocabulary development study guide for the following terms from the article: 1. Contaminated5. Habitat 2. Sprawled6. Devour 3. Refuse7. Annotated 4.Salvage8. Hydro-geological CCSS.RI.8 - Word Meanings

NEWSFLASH – Class Work Due: Friday (Minimum Day) WRITE AN OBJECTIVE SUMMARY USING 20 KEY WORDS FROM THE ARTICLE. IDENTIFY THE AUTHOR’S ARGUMENT in your objective summary. Highlight or underline every key word you use from your list of 20 in your summary. Summary should be 5-8 sentences long. CCSS.W.8 - Objective Summary

QUIZ: Textbook (pg. 280) All class notes & writing tasks due Tuesday. Submit class-notes packet with your quiz. Complete “Integrate Language Skills” from textbook (pages 280: Vocab Development Lesson (Separate Paper) Complete both Parts: 1 and 2(grammar) All answers should be in complete sentences. Writing Application should be on separate paper. PACKET DUE: TUESDAY – 9/15