English 8

5th Six Weeks

5th Six Weeks Grades

Assignments in the yellow boxes reflect daily grades, whiles those in the orange boxes reflect major grades. All redos and retakes must be completed by April 8th.

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Unit III Pacing Calendar

Please be aware that dates are subject to change.

Overview of Unit III, Conflict & Unrest

*This Six Weeks focuses on finishing this unit. We will begin Unit IV, "Powerful Young Voices," during the last week of this six weeks.

This unit focuses on the analysis of the concept of conflict as it exists in fiction and non-fiction. With an emphasis on students developing understandings that surpass the superficial definitions of "internal/external" and "man vs. man or self" conflicts, this unit introduces an array of conflict types and levels found in a variety of texts.

Essential Questions:

  • Is conflict necessary?

  • What is the value in considering multiple perspectives?

  • What is the effect of conflict?

  • What is worth fighting for?

Enduring Understandings:
  • Conflict is an invitation to contemplate a complicated world.

  • Change is driven by conflict.

Reading Selections:

  • Novio Boy by Gary Soto (play)
  • "The Best Parenting Move" (article)
  • "Thank You, M'am" by Langston Hughes (short story)
  • Book Club Options
    • Conch Bearer
    • Mexican White Boy
    • Red Kayak
    • Tangerine
    • Things I've Seen
    • Additional options include: Girls

**This unit will take all of the 4th Six Weeks and part of the 5th Six Weeks to complete.

SSR Reflections

Time spent reading and discussing self-selected books is one of the most important experiences students can have in the school setting. Extensive research shows that this type of reading is engaging and motivating, increases comprehension, fluency, and vocabulary, and – perhaps even more importantly – grows students who find joy in reading.

Students spend 10 minutes a day reading their SSR novels during English class, and they should be reading for at least an additional hour, if not more, over the course of each week.

Each six weeks, students are required to choose ONE activity to complete from SSR Response options (one daily grades worth), which is focused on discussing novels they read during the six weeks.

These item may be completed at any point during the Six Weeks but must be completed by April 8, 2016.

Book Club Script, Due 3/2


  • -Create a one to two-page script from a single scene of your conflict book club book.

  • How to select a “just right” scene from your novel focused around an important conflict in the book.
  • How to write a script (use your understandings of drama and scripts learned from Novio Boy… review the text so that you can use it as a model when structuring your document).
  • The importance of stage directions (remember to use them as a way to develop characters and conflicts)
  • Your final script must be submitted via Classroom Google.

Language Assessment Quiz, 3/3

During this unit, students have studied language several times each week in short 5-10 minute experiences. The goal of this work has been for students to grow their understandings of stylistic punctuation and use these new understandings in their own writing in order to convey meaning in the best possible way.

In this assessment, students will be asked to demonstrate their ability to identify the linguistic conventions studied during the unit. Students are encouraged to use their writer’s notebooks (and all of the notes and practice they recorded during the language study lessons) during this assessment.

Topics Covered

  • dash vs. hyphen
  • intentional fragments
  • intentional run-ons
  • parallel structure
  • ellipses
  • repetition
  • use of italics and bolding for emphasis
  • quotes within quotes

Happy Spring Break: March 7th-11th!

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The process of “poem-ing” involves drafting out ideas in prose form and then “mining” the draft for words and ideas to be re-structured into the form of a poem. The difference between a well-crafted poem-ed composition and one that is not is that the writer is well-aware of the message that needs to be conveyed and the key words that can work together to convey the message.

For this assignment, students will use the conflict ideas established in their “conflict cards” throughout this unit of study. This lesson is becomes a pre-writing experience for the unit’s CAP.

The final draft of this poem is due on March 17th and is worth 2 Daily grades.

Unit III CAP, Fictional Story


  • Create an original short story using one of the conflict card events you wrote about during this unit of study. Focus on developing and fully exploring the conflict and its resolution. Because this is a move from a non-fiction idea to a fictional idea, feel free to change names, places, and events.


  • How to select the “just right” event – just enough conflict, an interesting but not unreasonable situation, and characters that can be developed quickly.
  • How to write a literary short story (Use your understandings of short stories read in class, and re-visit them and others to determine appropriate length and interesting ways to begin and end the narration. )
  • The voice of the 3rd person narrator
  • The importance of word choice, focus, and organization
  • What else?! (Talk in your groups and be prepared to ask for any other content or skills you need help on in order to complete this assignment successfully)
  • Development of a theme (the “so what?” in fiction)

The final draft is due on 3/24 and should be submitted via Classroom Google.


Monday, March 28th, 11pm-1am

8500 Gifford Drive

Plano, TX

Campus will be closed to the visitors during STAAR TESTING. The school will operate on an adjusted schedule during STAAR TESTING.


Wednesday, March 30th, 11am-1pm

8500 Gifford Drive

Plano, TX

Campus will be closed to the visitors during STAAR TESTING. The school will operate on an adjusted schedule during STAAR TESTING.