1. Monday, Nov. 2, 2015 Objective: Library
-W.5.8.7: Write with and without prompts for a sustained period of time
- IR : Use print and electronic resources independently to locate information
- R : Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels

2. Monday, Nov. 2, 2015 English/Pre AP Agenda
Library Day - AR Deadline—December 13th
WN: If you had $100,000 to give away, what person(s) or organization(s) would you give it to?
Be sure to write at least 5 to 8 sentences in your WN response!!
MUST TAKE the AR quiz over The Outsiders – all 3 of them!
Do you know what your AR goals are for this 9 weeks?

3. Tuesday, Nov. 3, 2015 Objective: The Tell-Tale Heart Project
-W.5.8.7: Write with and without prompts for a sustained period of time
-OV.3.8.3:  Design presentations that incorporate media visuals
-W.5.8.4:  Write poems using a variety of techniques/devices, with emphasis on free verse

4. Tuesday, Nov. 3, 2015
English/Pre AP Agenda
WN: If your parents bought you from a store, which store would it be? Why?
Review the definitions of Tone and Mood
Complete the practice on determining Mood and Tone in writing (2 worksheets)

5. Wednesday, Nov. 4, 2015
Objective: Preview vocabulary for our next story, determine meanings from context clues, group work
Standards:
• CCSS.ELA-Literacy.L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
• 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.
Objectives:
• I can engage in pre-reading and vocabulary building.

6. Wednesday, Nov. 4, 2015 English/Pre AP Agenda
WN: November is "National Peanut Butter Lover's Month." A large number of students are allergic to peanut butter. Some classrooms and/or schools have even become "Peanut Free" zones. Do you think this is fair for the students who are not allergic to peanut butter? Explain your thinking.

7. Wednesday, November 4th, 2015 English Agenda
Review the information we learned about Edgar Allan Poe - watch videos if haven't already on his background.
Complete the vocabulary activity and discuss the meanings of the words before we begin reading the short story "The Tell-Tale Heart" by Poe.  
Complete exit ticket - Predicting what the story is going to be about before you leave class today.

8. Wednesday, November 4th, 2015 Pre-AP English Agenda
Review information about Edgar Allan Poe - watch videos if haven't already on his background.
Complete vocabulary activity and discuss meanings of words before we begin reading the short story "The Tell-Tale Heart" by Poe.  
Complete exit ticket - Predicting what the story is going to be about before you leave class today.

9. Thursday, Nov. 5, 2015 Standards:
• 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.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.
Objectives:
• I can listen to “The Tell-Tale Heart,” discuss it with my peers, and make inferences based on evidence.
Materials:
• “The Tell-Tale Heart” – Copy for each student
• Audio recording (optional) Choice 1, Choice 2
• Small group discussion questions

10. Thursday, November 5th, 2015
What is SANITY and INSANITY? If you are insane, do you know it? What is the line between sanity and insanity?

11. Thursday, Nov. 5, 2015 - English Agenda
Read the short story "The Tell-Tale Heart" by Edgar Allan Poe
Today YOU are each police officers at Pottsville Police Department!
Since you have experience with solving crimes, we have a really interesting murder case for you today.
A man has been murdered, and the murderer has admitted to the crime, but is pleading insanity. He is being brought in for an interview and to give his confession.
Today you will hear the confession and discuss it with your colleagues, and after a few days of study, we will decide if he is indeed guilty of the murder.

12. Thursday, Nov. 5, 2015 - English Agenda
Discuss Poe's writing style and how he creates suspense in his writing.
After we finish the story, there are questions you will need to answer on google classroom. 
As a group assignment you should discuss these with your pod members, but your own separate work will need to be submitted. 
Once you have finished the questions, return to the anticipation guide assignment and answer the second half of the questions now that you have read the story.
Whatever is not finished in class today with the questions – should be completed tomorrow at the beginning of class.

13. Friday, Nov. 6, 2015
Standards:
• 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.8.4
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.
Objectives:
• I can analyze how word choice impacts mood and tone in “The Tell-Tale Heart.”
Materials:
• Wordle to project
• Mood and Tone Cheat Sheet (optional)
• Mood and Tone Sheet (doublesided)
• Mood and Tone Exit Ticket

14. Friday, November 6th, 2015 English Language Arts Class
“The Tell-Tale Heart” is such an effective story because the author used powerful words to create mood.
It is also powerful because we can tell by the tone of the narrator that something isn’t right with him.
Today we will be studying the effect of the author’s words on the mood and tone.

15. Friday, November 6th, 2015 – English/PreAP
What is the difference between mood and tone? (look to the top of graphic organizer)
What are some examples of mood from movies you’ve seen or stories you‘ve read?
Share some examples of people speaking in different tones (ex. Sarcastic, bitter, pleasant)
Write down examples to help you remember for each one
Review the Mood/Tone list

16. Friday, November 6th, 2015 English/PreAP English
Now work together with one partner to complete the mood questions – turn them in today for a grade
Pick up the exit ticket, which asks you to rate your understanding and answer a short answer question.
Turn this exit ticket in before you leave!

17. ?day, Nov. ?, 2015
Standards:
• 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.8.4
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.
Objectives:
• I can analyze how word choice impacts mood and tone in “The Tell-Tale Heart.”
Materials:
• Mood & Tone Sort
• Written Analysis Option #1 Graphic Organizer
• Written Analysis Option #1
• Written Analysis Option #2 Graphic Organizer
• Written Analysis Option #2
• Written Analysis Rubric

18. ?day, November ??, 2015 Bellwork: Hand out the Mood & Tone sort sheet.
Students work in pairs or small groups to sort the given words by positive, negative, and natural tone.
Go over the answers as a class.

19. ??day, November ??, 2015 English Class
Today you will use what you have learned about mood and tone to write a formal analysis/argument based on evidence in the text.
Write a short on-demand written analysis of “The Tell-Tale Heart” to demonstrate your knowledge of mood and how to determine mood.
Read the prompt on your handout and then use the graphic organizer to plan our your piece.
You may use the text and any materials you have from this unit to help you.

20. ??day, November ??, 2015 PreAP English Class
Today you will use what you have learned about mood and tone to write a formal analysis/argument based on evidence in the text.
Write a short on-demand written analysis of “The Tell-Tale Heart” to demonstrate your knowledge of tone.
Read the prompt on your handout and then use the graphic organizer to plan our your piece.
You may use the text and any materials you have from this unit to help you.

21. ?day, Nov. ?, 2015
Standards:
• 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.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.
Objectives:
• I can evaluate the narrator’s guilt in “The Tell-Tale Heart” by collecting evidence from the story.
Materials:
• Definition of Insanity (below)
• Butcher paper
• Insanity Plea sheet – copy for each student

22. ??day, November ??, 2015
WN - At this point, do you feel the narrator in “The Tell-Tale Heart” is guilty of murder? Or is there doubt because of his mental state? Should his punishment take into consideration his mental state?

23. Insanity
Insanity is a mental illness of such a severe nature that a person cannot distinguish fantasy from reality, cannot manage his/her own affairs, or is subject to uncontrollable impulsive behavior. In criminal cases, a plea of "not guilty by reason of insanity" will require a trial on the issue of the defendant's insanity (or sanity) at the time the crime was committed.
In this context, "not guilty" does not mean the person did not commit the criminal act for which he or she is charged. It means that when the person committed the crime, he or she could not tell right from wrong or could not control his or her behavior because of severe mental defect or illness. Such a person, the law holds, should not be held criminally responsible for his or her behavior.

24. ??day, November ??, 2015
Detectives - today you are gathering evidence for trial.
Assign students to groups of four and assign roles of Writer, Speaker, Task Manager, and Timekeeper.
Create a T-Chart with “Insanity” on the left and “Murder” on the right. Each group needs to go back to the text and find as many pieces of evidence as you can for both sides.
After sufficient time for enough evidence to be record, we will go around the room, having each speaker share out one piece of evidence.

25. ??day, November ??, 2015
Hand out Insanity Plea sheet and choose the three STRONGEST pieces of evidence for each side and copy them onto their own chart
Individually decide on the narrator’s guilt, and then write a thesis statement at the bottom expressing your opinion.
Have any of you changed your mind since the beginning of class?

26. ?day, Nov. ?, 2015
Standards:
• CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence
• CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Objectives:
• I can collect and explain evidence that supports my thesis.
• I can outline my essay.
Materials:
• “Says, Means, Matters” Graphic Organizer
• Outline sheet

27. Here’s our prompt for today:
??day, November ??, 2015
Here’s our prompt for today:
Is the narrator in “The Tell-Tale Heart” guilty of murder, or not guilty by reasons of insanity?
Write a 5-paragraph argumentative essay in which you cite the three strongest pieces of evidence to support your position.
Thoroughly explain each piece of evidence. Follow the conventions of standards written English.

28. ??day, November ??, 2015
Hand out “Says, Means, Matters” graphic organizer.
This graphic organizer was designed to help students collect evidence and explain it thoroughly.
Using the sample, I will model finding evidence to support your thesis (says), explaining it (means), and commentating on it (matters).

29. ??day, November ??, 2015 OUTLINING
Once YOU have finished your graphic organizer, pick up the outline packet.
It is scaffolded so that you can write a full 5-paragraph essay with ease.
Simply copy what you wrote in your “Says, Means, Mattters” graphic organizer onto the outline.

30. ??day, November ??, 2015 Work on the following – as needed leads/hooks
introductory paragraphs
transition words
and/or conclusions

31. ?day, Nov. ?, 2015
Standards:
• CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence
• CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Objectives:
• I can draft and peer-revise my argumentative essay.
Materials:
• Rough Draft sheet
• Peer-Revision sheet

32. ??day, November ??, 2015
Students will independently write their rough drafts using their outline on the provided sheets.
At this time, you may choose to work in small groups to work in-depth on your writing skills.
Hand out the peer-revision sheets and find a partner to work with my partner picking game (card match)
You will peer-revise by completing the sheet, making changes on the draft if applicable, and discussing with your partner.
First you will revise for 20 minutes
Then you will discuss for 10 minutes
Wrap Up: Now you will have quiet writing time to implement revision suggestions in your rough drafts.

33. ?day, Nov. ?, 2015
Standards:
• CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence
• CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Objectives:
• I can peer-edit my draft and write my final copy.
• I can show my ability to infer through a final test.
Materials:
• Student rough drafts, • Peer-Editing Sheet • Final Draft Sheet

34. ??day, November ??, 2015
Begin class by signing up for editing partners.
Pick up the peer edit sheet, and get up and mingle.
To sign up, partners should sign each other’s sheets in the same location, then everyone should sit back down.
We might have to “auction off” people who still need partners at the end.

35. ??day, November ??, 2015
This peer-editing activity gets you up and moving and working with four different partners.
You will have 3-4 minutes with each partner.
Each partner has one purpose as they read:
Capitalization Partners correct capitalization only,
Usage Partners correct grammar and usage errors only,
Punctuation Partners correct punctuation errors only,
Spelling Partners correct spelling errors only.
Avoid correcting errors that do not pertain to their job.
You should be skimming, rather than reading, due to limited time.

36. ??day, November ??, 2015
Now you are to write your final draft of your essay and make changes as you type it up to submit on Google classroom.
Be sure to review the grading rubric BEFORE you submit.
Once the essay has been submitted, you will begin studying for the final test on the story that will test your ability to make inferences and cite evidence to support your inferences.