web viewmla format follows the author-page method of in-text citation. this means that the...

English Language Arts 8Ms. Thune

Name: _______________________________________________________________________ Period: ______

Username(s) and Password(s):__________________________________________________________________

Laptop #: ______ Google Classroom Code: __________________

Resource Manual

“What you see and hear depends a good deal on where you are standing.It also depends on what sort of person you are.”

Why am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and beyond.

1


C. S. Lewis, The Magician’s Nephew

About the ManualYou need to bring this packet (along with all other required materials) to class every day

this year.


2


Table of Contents

Syllabus……………………………………………………………………………………………………………3

Why?………………………………………………………………………………………………………………7

College Readiness…………………………………………………………………………………………………9

Discussion Norms………………………………………………………………………………………………….11

Writing Requirements (Google Classroom)………………………………………………………………………12

How to Annotate Nonfiction and Fiction………………………………………………………………………….14

MLA Citations Guide……………………………………………………………………………………………...16

Glossary of Literary and Structural Devices……………………………………………………………………...18

Vocabulary Log…………………………………………………………………………………………………..21

Data Tracker……………………………………………………………………………………………………...62

Notes……………………………………………………………………………………………………………..64


3


SyllabusDirections: Review the following information to succeed in English Language Arts 8.__________________________________________________________________________________________

Instructor: Ms. Rachel ThuneRoom: 807Email: [email protected]

Vision:Perspective is defined as the way in which we see the world. Through the literature and discourse in this class, we will encounter a multiplicity of political, economical, and sociocultural forces that shape the frameworks of those around us.

Our increasing ability to read, write, speak, and listen in the English language will enable us to identify and describe these viewpoints, as well as to examine, evaluate, and articulate our own beliefs (Mirror). To achieve these ends, we must respect and value our peers (Fiel), dedicate ourselves to our work in the classroom (Sweat the Small Stuff), and positively engage with the material at hand (Joy). Together, Mirror, Fiel, Sweat the Small Stuff, and Joy are the core values of our class, and your ability to demonstrate these values can boost your grade (for further information about earning Merits through core values, see page 6).

As your tour guide on this journey, I hope that the texts we peruse and the conversations we have will inspire us to analyze and interpret different perspectives of how the world was, is, and should be, ultimately enabling us to gain a better understanding of ourselves and fellow human beings.

Purpose:The purpose of this course is to expose you to literature and discourse you will encounter in a standards-based, junior high school-level English course. Throughout the course, you and your peers will be expected to work together to achieve “exemplary answers,” which start by restating the objective, using complete sentences, incorporating formal language and sophisticated vocabulary, avoiding vague pronouns (such as “he,” “they, and “it”), building on feedback, and articulating a 100% response.

Expectation:Your behavior and attitude during eighth grade can have a significant impact on your success in high school and beyond. As upperclassmen in this course, you are expected to:

1. Come prepared. This means having your homework and materials – as well as a positive attitude – so that you are ready to contribute meaningfully to class every day.

2. Advocate for yourself. This involves asking questions so that you can master the material at hand.


4

mailto:[email protected]


3. Work smart. This entails using your time wisely and efficiently so that you can maximize your learning.

4. Take ownership. This means taking responsibility for your behavior and attitude so that you can reflect and grow as a student and human being.

Entry Procedure:The following describes how you are to enter the classroom:

1. Silently be seated. If you do not enter silently, you will be asked to reenter.2. Get out your materials and homework. If assignments are not on your desk by the

time the bell rings, they will be considered late and be deducted 10%.3. Record homework in your agenda.4. Silently read your independent reading book.

Exit Procedure:The following describes how you are to exit the classroom:

1. Ms. Thune tells you to pack up.2. Pick up so that everything looks even better than you found it.3. Ms. Thune dismisses you.4. Throw away trash and/or recyclables.

Daily Activities:Information about the big idea, essential question, objective(s), and homework will be displayed daily on the whiteboard.

Materials:You are expected to have your binder and agenda, writing utensil (either a pen or pencil), highlighter, Resource Manual, independent reading book, Reading Tracker, and homework (if applicable) on your desk every day before the bell rings. Except for a water bottle, no other items will be permitted on your desk.

Assignments:You should expect to have homework for this course about 3-4 times per week to prepare you to handle a high school and college workload. Assignments will be due on the date announced and displayed on the whiteboard. It is your responsibility to record homework in your agenda.

Unlike much of the homework in a traditional class, which typically is practice of that day’s lesson, the majority of homework in this course is preparation for the next day’s lesson. This means that homework completion is essential for you to authentically participate, as you will be expected to be able to discuss the homework in depth.

10% will be deducted from late assignments, while no late work will be accepted after 1 week. If you need an extension on an assignment, talk to Ms. Thune in person or email Why am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.5


her at [email protected] to explain why you need additional time to complete your work. However, you must do this in advance of the due date, as no extensions will be granted on the day the assignment is due.

Absences:If you are absent from class, it is your responsibility to make up what you missed. Homework and other assignments will be kept in the “Absent” folders next to the “Word Cemetery”. Check the appropriate folder to get the necessary materials before asking Ms. Thune about your make-up work. You will have 1 day per day of excused absence to make up any missing assignments.

Cleanliness:Learning is more enjoyable and efficient in a clean and organized classroom. As such, Ms. Thune maintains high standards for classroom cleanliness.

You are required to place your backpack under your desk. You are not permitted to draw on your desk, the whiteboard, or any other surface of the classroom. You are not permitted to eat or drink anything in the classroom except water (unless otherwise approved by a professional).

You are expected to place any unwanted items in the trash or recycling bins near the door (but you must first ask permission to leave your seat). Finally, you are expected to return all classroom materials to their proper place before you are dismissed.

Behavior:The following behaviors are prohibited in the English Language Arts 8 classroom and will receive consequences:

Speaking out of turn Leaving your assigned seat without permission Name-calling or making negative personal remarks Being off-task (e.g., working on other assignments) Inappropriate and/or foul language Failing to follow teacher directives the first time given (e.g., continuing to talk after

countdown) Displaying or failing to turn off a cellphone Failing to properly plug in assigned laptop after use Playing with a fidget spinner (unless approved by a professional) Eating (unless approved by a professional)

Plagiarism:Plagiarism, or taking someone else’s ideas and passing them off as your own, will not be tolerated. Students whose work is plagiarized will automatically fail the assignment.


6

mailto:[email protected]


When referencing other material, always cite your sources using MLA format (for guidelines, see page 16 or visit https://owl.english.purdue.edu/owl/resource/747/02/).

Grades:All assignments will be graded on the following scale:

Grade PercentA 90-100B 80-89C 70-79D 60-69F 59 and below

Grading Categories:Category Description PercentHomework At-home activities 10Assignment Reading Trackers, Achieve3000 articles, Socratic

Seminars (formal class discussions), informal class discussions, and other in-class activities

30

Essay/Project Summative unit essays, book reports, and projects 30Quiz/Test Quizzes and tests 30


7

https://owl.english.purdue.edu/owl/resource/747/02/


Merits:You have the potential to earn merits for our class values of Mirror, Fiel, Sweat the Small Stuff, and Joy. Both Ms. Thune and your peers can nominate you for merits, which will result in additional participation points. The following are some ways in which you can earn merits:

1. Take risks. Ask compelling questions, or share your own research with your classmates.

2. Use sophisticated vocabulary. Employ the academic terms you’ve learned.3. Show growth. Improve on your assessments, and increase the quantity and/or quality

of your participation.4. Get nominated. Striving for excellence – especially by articulating exemplary

responses – will get you noticed.


8


Why?Directions: Asking questions is essential to increasing understanding. Read the following article and answer the question on page 8.__________________________________________________________________________________________

Why the Why?Take a moment to think back to your childhood. Do you remember being curious about pretty much everything? Maybe you recall constantly asking your parents or siblings, “Why?”, and receiving the same infuriating response: “Because I said so!”

If this accurately describes your upbringing, then you are among the majority of people whose natural desire to learn about the world around them was dismissed by adults (but don’t blame them too much – it probably happened to them as kids, too). At some point during these formative years, you learn to stop asking “why” because the answers were too complex (or time-consuming) for many people to answer.

Guess what? It’s time to start saying it again.

But why?

Asking (and answering) “Why?” is absolutely essential to your growth – not only in school, but also in life. The “why” process requires you to search for and explain ideas and processes about which other people (including teachers!) may not be able to adequately clarify.

In this class, you will be encouraged to talk about the “why” as much as possible. This quest for knowledge, which is fostered not by a class requirement but an innate need for understanding, is called inquisitiveness. Because asking “Why?” is so rare in school, your demonstration of this skill will set you apart as a scholar and human being (not to mention help you earn merits).

When to Ask “Why?”As long as you are sincere in your aspiration for knowledge, there is always a good time to discuss the “why.” The following are examples of classroom activities in which “Why?” questions are particularly salient:Why am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.9


Do Nows Partner Discussions Group Discussions Whole Class Discussions Socratic Seminars

Do you notice how that list basically covers the entirety of class? That’s because all our time together should be spent addressing the “why.”

I Don’t KnowThese 3 words should NEVER – I repeat, NEVER – be uttered in the English Language Arts 8 classroom. Why? First, these words inhibit inquisitiveness. Second, they admit defeat. Third, and perhaps most important, they deny you agency in solving problems for yourself (a key step on the path to adulthood).

Instead of saying the dreaded words “I don’t know,” use the following stems to express your lack of understanding:

“What I’m confused about is…” “I need clarity on…” “My question is…” “(Fellow student), I was wondering if you could explain ____________________ to me.” “I get ____________________, but I don’t get ____________________.”

If you’re not sure, don’t give up – ask WHY!

What “why” questions do you hope to ask and answer in English Language Arts 8 this year?


10



11


College ReadinessDirections: Read and annotate the following information on college readiness.__________________________________________________________________________________________

Context: If you think that eighth grade is too early to begin thinking about applying for college, think again. The strongest candidates have already been preparing for college since they were in junior high. When considering applicants, colleges look at 5 primary pieces of your application. Below are ways you can start addressing each piece during eighth grade.

Harper Memorial Library at the University of Chicago

GPA: Colleges care about the cumulative GPA you earn from the beginning of freshmen

year to the end of junior year. Entering high school with a high GPA will further enable and inspire you to perform to your greatest capacity in high school.

Beyond just the number, colleges look at the rigor of the courses you have taken. They will know how many honors and AP courses are available at your high school, and the strongest applicants will have taken as many of these as possible.

After considering the rigor, colleges will look at your unweighted GPA to compare you to other students. This means you cannot just take AP courses; you need to do well in them, too!

Extracurricular Activities: Colleges look for passion and commitment. Get involved in a team, club, or activity

and do it year after year. Your junior year is too late to really address this – if you aren’t already involved, make that a goal for this year.


12


Colleges look for leadership positions. Captain of the team? Officer in student council? Peer tutor in English class? Colleges like students who demonstrate leadership qualities.


13


Recommendation Letters: Most selective colleges require letters of recommendation from your teachers, who

are tasked with providing a character reference about who you are as a person and how you have grown during junior high and high school (so make sure to be nice to them!).

ACT/SAT Score: You won’t officially take these exams until your junior year, but striving for skill

mastery – even in junior high – will help ensure you have the strongest score possible when it is time for the real thing.

The ACT not only affects admissions – it also influences scholarship money. Use that information as extra motivation while you prepare.

Essays: Your essay (which is typically a personal statement) is your chance to add voice to

your application. It is never too early to start brainstorming topics you may want to include. Developing strong writing skills in your English classes is the best way to prepare for this portion of your application.


14


Discussion NormsDirections: Review the following norms, which will guide discussion in this class (whether in the form of partner sharing, group talking, whole class conversing, or Socratic Seminars).__________________________________________________________________________________________

1. Participate, but watch airtime.Contribute meaningfully without dominating.

2. Maintain a positive, respectful atmosphere.Address peers by name. Track the speaker. Give others credit for quality contributions. Acknowledge risk-taking, even if failure occurs.

3. Ensure one voice is heard at a time.Don’t talk over anyone else or start a separate conversation.

4. Jump in, not over.Don’t interrupt the speaker before contributing your own ideas.

5. Stay on task.Ensure that each question is addressed fully before moving on.

6. Take risks.Share your ideas, even if you aren’t sure you’re “right.”

7. Be precise.Address authors, characters, and peers by name. Avoid vague pronouns like

“she,” “they,” and “it.”

8. Assume best intentions.Disagreement is an opinion, not a personal attack.

9. Challenge thinking.Push for explanations. Ask, “Why?” Dig deep.

10. Include others.Invite others into the conversation. Ask questions. Build on others’ ideas.


15


Writing Requirements (Google Classroom)Directions: Review the following information about submitting writing assignments through Google Classroom.__________________________________________________________________________________________

About:Throughout the year you will be submitting much of your writing for English Language Arts 8 via Google Classroom. Use the code listed below to join the appropriate Classroom:

Period 1-2: au9hwya Period 3: mextdk Period 5-6: derr648 Period 7: 4 ewedf

Not only will the creation of an online writing “portfolio” allow you to receive more feedback from Ms. Thune and your peers, but it also will enable you to have a well-organized (and hopefully, high quality) body of work to present to prospective high school programs.

You will use Google Classroom to submit the following types of documents:

Book Reports Essays

Ms. Thune will provide further information vis-à-vis (regarding) requirements for each assignment.

Format:Why am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.16


Writing academic papers involves #sweatingthesmallstuff. Ensure that both your Prompted Writings and Essays meet the following requirements:

o 1-inch marginso Size 12 Times New Roman fonto Double-spacedo Indented paragraphso Page numbers in the top right corner (page numbers also should be size 12 Times New

Roman font)o Your name, instructor’s name, the course, and due date in the top left corner of the

first page (also double-spaced)o Centered title underneath your name, instructor’s name, the course, and due date (do

not underline, italicize, or place your title in quotation marks)


17


How to Annotate Nonfiction and FictionAdapted from

file://isdc-stafs-03.musd.mpsaz.org/Users$/rlthune/Downloads/Annotating_Fiction_and_Nonfiction.pdf

Directions: Review the information on how to annotate nonfictional and fictional texts.__________________________________________________________________________________________

Justin Bieber’s autobiography, First Step 2 Forever: My Story, is an example of nonfiction writing,

whereas Suzanne Collins’ novel, The Hunger Games, is an example of fiction writing.

Before We Begin: What’s the Difference?Nonfiction is writing based on facts, real events, and real people. Fiction is writing based on imaginary events and people.

Continue reading on the next page for strategies on how to annotate both nonfiction and fiction.


18



19


MLA Citations GuideAdapted from https://owl.english.purdue.edu/owl/resource/747/02/

Directions: Read and annotate the following information pertaining to MLA format, which is required for all citations in English Language Arts 8.__________________________________________________________________________________________

As stated on page 5, plagiarism, or taking someone else’s ideas and passing them off as one’s own, will not be tolerated in English Language Arts 8. Students whose work is plagiarized will automatically fail the assignment.

When referencing other material, students must always cite sources using MLA format. While the format for common in-text citations are included below, visit https://owl.english.purdue.edu/owl/resource/747/02 / ) for a comprehensive guide to citing sources within texts.

Basic In-Text Citation RulesIn MLA style, referring to the works of others in your text is done by using what is known as parenthetical citation. This method involves placing relevant source information in parentheses after a quotation or a paraphrase.

General Guidelines The source information required in a parenthetical citation depends 1. upon the

source medium (e.g. Print, Web, DVD) and 2. upon the source’s entry on the Works Cited (bibliography) page.

Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry in the Works Cited List.

In-Text Citations: Author-Page StyleMLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).Why am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.20




Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth.

In-Text Citations for Print Sources with Known AuthorFor Print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

Citing a Work by Multiple AuthorsFor a source with two authors, list the authors’ last names in the text or in the parenthetical citation:

Best and Marcus argue that one should read a text for what it says on its surface, rather than looking for some hidden meaning (9).

The authors claim that surface reading looks at what is “evident, perceptible, apprehensible in texts” (Best and Marcus 9).

When a Citation is Not NeededCommon sense and ethics should determine your need for documenting sources. You do not need to give sources for familiar proverbs, well-known quotations or common knowledge. Remember, this is a rhetorical choice, based on audience. If you’re writing for an expert audience of a scholarly journal, for example, they’ll have different expectations of what constitutes common knowledge.


21


Glossary of Literary and Structural DevicesDirections: Review the following terms pertaining to literary and structural devices commonly used in fictional texts and poetry.__________________________________________________________________________________________

alliterationuse of the same consonant at the beginning of each word

allusiona reference to a statement, person, place, event, or thing that is known from literature, history, religion, myth, politics, sports, science, or pop culture

anachronismsomething located at a time when it could not have existed

antagonistthe character who comes into conflict with the protagonist in a literary work

assonancethe repetition of similar vowels in successive words

ballada narrative poem of popular origin

blank verseunrhymed verse (usually in iambic pentameter)

cacaphonythe use of harsh, unpleasant sounds

characterizationthe act of describing essential features

direct characterizationwhere the author describes the character directly; i.e. Juan is a good soldier.

indirect characterizationwhere the author describes the character indirectly through actions, speech, appearance, private thoughts, or other characters responses

climaxthe most intense or exciting moment in the story when something happens to decide the outcome of the conflict

conflictWhy am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.22

https://www.vocabulary.com/dictionary/conflict

https://www.vocabulary.com/dictionary/climax

https://www.vocabulary.com/dictionary/characterization

https://www.vocabulary.com/dictionary/blank%20verse

https://www.vocabulary.com/dictionary/ballad

https://www.vocabulary.com/dictionary/assonance

https://www.vocabulary.com/dictionary/antagonist

https://www.vocabulary.com/dictionary/anachronism

https://www.vocabulary.com/dictionary/allusion

https://www.vocabulary.com/dictionary/alliteration


an open clash between two opposing groups

internal conflictman vs. self

external conflictman vs. man, man vs. nature, man vs. society, man vs. the supernatural

connotationall the meanings, associations, or emotions that a word suggests

couplettwo successive rhyming lines in a verse

denotationthe most direct or specific meaning of a word or expression

dictionthe author’s word choice

dramaa work intended for performance by actors on a stage

enjambmentthe continuation of a sentence without a pause beyond the end of a line, couplet, or stanza

epica long narrative poem telling of a hero's deeds

expositiona type of writing that explains, gives information, or clarifies and idea

figure of speechlanguage used in a figurative or nonliteral sense

foreshadowingthe act of providing vague advance indications

free versepoetry that does not rhyme or have a regular meter

hyperboleextravagant exaggeration

iambic pentameterWhy am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.23

https://www.vocabulary.com/dictionary/hyperbole

https://www.vocabulary.com/dictionary/free%20verse

https://www.vocabulary.com/dictionary/foreshadowing

https://www.vocabulary.com/dictionary/figure%20of%20speech

https://www.vocabulary.com/dictionary/exposition

https://www.vocabulary.com/dictionary/epic

https://www.vocabulary.com/dictionary/drama

https://www.vocabulary.com/dictionary/denotation

https://www.vocabulary.com/dictionary/connotation


five iambs in a line of poetry (used in sonnets and Shakespeare’s plays)

imagerythe ability to form mental pictures of things or events

internal rhymea rhyme between words in the same line

ironyincongruity between what might be expected and what occurs

dramatic ironywhen the audience but not the characters understands a scene

metaphora figure of speech that suggests a non-literal similarity

meterthe rhythm of syllables in a line of verse or stanza of a poem

motifa dominant idea in a literary work

onomatopoeiausing words that imitate the sound they denote

personificationattributing human characteristics to abstract ideas

point of viewa mental position from which things are perceived

protagonistthe principal character in a work of fiction

repetitionthe purposeful reuse of words, phrases, or ideas

rhythmalternation of stressed and unstressed elements in speech

satirewitty language used to convey insults or scorn

similea figure of speech expressing a resemblance between thingsWhy am I doing this? I am gaining the requisite reading and writing skills to succeed in high school and

beyond.24

https://www.vocabulary.com/dictionary/simile

https://www.vocabulary.com/dictionary/satire

https://www.vocabulary.com/dictionary/rhythm

https://www.vocabulary.com/dictionary/protagonist

https://www.vocabulary.com/dictionary/point%20of%20view

https://www.vocabulary.com/dictionary/personification

https://www.vocabulary.com/dictionary/onomatopoeia

https://www.vocabulary.com/dictionary/metaphor

https://www.vocabulary.com/dictionary/dramatic%20irony

https://www.vocabulary.com/dictionary/irony

https://www.vocabulary.com/dictionary/internal%20rhyme

https://www.vocabulary.com/dictionary/imagery


stanzaa fixed number of lines of verse forming a unit of a poem

symbolsomething visible that represents something invisible

syntaxthe arrangement of words and phrases to create well-formed sentences

themethe subject matter of a conversation or discussion

tonethe attitude a writer takes toward the reader, a subject, or a character

Vocabulary LogDirections: Review the exemplar below before defining 10 unfamiliar words you encounter in each unit.__________________________________________________________________________________________

ExemplarWord Synonym(s)

shed shack, outhouse

Contextual DefinitionProvide the definition (in your own words) that best fits the context of the text.

ExplanationJustify why the definition is correct within the context of the text.

A simple structure, often made of wood or metal, used as a shelter for humans or animals

In the seminal novel Of Mice and Men, the narrator describes the hut in which George and Lennie reside as a “shed.” Although “shed” can also be an action (meaning “take off” or “remove”), the way the word is used in this context indicates that the appropriate definition must involve a place in which humans (in this case, George and Lennie) live (Steinbeck 29).


25

https://www.vocabulary.com/dictionary/tone

https://www.vocabulary.com/dictionary/theme

https://www.vocabulary.com/dictionary/symbol

https://www.vocabulary.com/dictionary/stanza


Unit 1Word Synonym(s)

1.



Word Synonym(s)

2.




26


Word Synonym(s)

3.



Word Synonym(s)

4.




27


Word Synonym(s)

5.



Word Synonym(s)

6.




28


Word Synonym(s)

7.



Word Synonym(s)

8.




29


Word Synonym(s)

9.



Word Synonym(s)

10.


30





1.




31


Word Synonym(s)

2.



Word Synonym(s)

3.




32


Word Synonym(s)

4.



Word Synonym(s)

5.




33


Word Synonym(s)

6.



Word Synonym(s)

7.




34


Word Synonym(s)

8.



Word Synonym(s)

9.




35


Word Synonym(s)

10.




1.


36




Word Synonym(s)

2.




37


Word Synonym(s)

3.



Word Synonym(s)

4.




38


Word Synonym(s)

5.



Word Synonym(s)

6.




39


Word Synonym(s)

7.



Word Synonym(s)

8.




40


Word Synonym(s)

9.



Word Synonym(s)

10.




41



1.



Word Synonym(s)

2.

Contextual DefinitionProvide the definition (in your own words)

ExplanationJustify why the definition is correct within


42


that best fits the context of the text. the context of the text.

Word Synonym(s)

3.



Word Synonym(s)


43


4.



Word Synonym(s)

5.




44


Word Synonym(s)

6.



Word Synonym(s)

7.




45


Word Synonym(s)

8.



Word Synonym(s)

9.




46


Word Synonym(s)

10.




1.




47


Word Synonym(s)

2.



Word Synonym(s)

3.




48



Word Synonym(s)

4.



Word Synonym(s)


49


5.



Word Synonym(s)

6.




50


Word Synonym(s)

7.



Word Synonym(s)

8.




51


Word Synonym(s)

9.



Word Synonym(s)

10.




52



1.



Word Synonym(s)

2.




53


Word Synonym(s)

3.



Word Synonym(s)

4.




54


Word Synonym(s)

5.



Word Synonym(s)

6.


55




Word Synonym(s)

7.




56


Word Synonym(s)

8.



Word Synonym(s)

9.




57


Word Synonym(s)

10.




1.




58


Word Synonym(s)

2.



Word Synonym(s)

3.




59


Word Synonym(s)

4.



Word Synonym(s)

5.




60


Word Synonym(s)

6.



Word Synonym(s)

7.


61




Word Synonym(s)

8.




62


Word Synonym(s)

9.



Word Synonym(s)

10.




63



1.



Word Synonym(s)

2.




64


Word Synonym(s)

3.



Word Synonym(s)

4.




65


Word Synonym(s)

5.



Word Synonym(s)

6.




66


Word Synonym(s)

7.



Word Synonym(s)

8.




67



Word Synonym(s)

9.



Word Synonym(s)


68


10.



Data TrackerDirections: Use the charts below to record your progress throughout the year on Lexile Score, Essays, Book Reports, and Tests.__________________________________________________________________________________________

Lexile ScoreQuarter 1 Quarter 2 Quarter 3 Quarter 4

Not Applicable Growth (+/-) Growth (+/-) Growth (+/-)

EssaysQuarter 1


69


Quarter 2

Quarter 3

Quarter 4

Book ReportsQuarter 1

Quarter 2

Quarter 3

Quarter 4

TestsQuarter 1

1 2

Quarter 23 4

Quarter 35 6

Quarter 47 8


70


NotesDirection: Use this space to record notes or questions.__________________________________________________________________________________________


71




72




73

web viewmla format follows the author-page method of in-text citation. this means that the...

Documents