LA Notebook Unit 1

Table of Contents

(see Miss McEwan’s “MASTER” notebook in class if you need a visual of what should be on each page)

If you need to get caught up, you are welcome to come to my classroom after school any day except Wednesday. Please let me know in advance if you are planning on coming by!

Page Numbe

r

Title (include in

your Table of Contents)

Description (do NOT include in your table of

contents)

Image

0 [none] Your FIRST AND LAST NAME and CLASS PERIOD should be on the very first page

when you open your notebook1 CCA Mission

StatementThe CCA Mission Statement should be

copied on page 1. See the school website or get it in class.

2 Syllabus The first page of your 8th grade Language Arts syllabus should be folded and taped on to page 2 for future reference.

3-6 Table of Contents

These pages should be designated as the Table of Contents to be filled in as we complete more in your notebook. Be sure to reference the Master notebook in class or use this guide if needed.

7 Vocabulary: archetype

Include the term archetype with a definition in your own words; 1-2 questions you have about the upcoming unit

8 Springboard 1.1 – Previewing the Unit

Essential Questions 1 and 2 and your answers to them; Unit 1a Goal; an illustration of a hero with a brief written description/caption

9 Vocabulary: imagery, details, context

Include the terms imagery, details, and context with definitions in your own words and mini-visualizations for each

10 Springboard 1.3 – Opening with Imagery

Answer Before Reading questions 1-3 (SB p. 8) in complete sentences; read the excerpt on SB pp. 9-10; answer the After Reading questions 6-8 (SB p. 10)

11 Vocabulary: Visual Techniques terms and Mood

Include definitions in your own words/illustrations of Visual Technique terms from SB p. 11

12 Springboard 1.4 – Visual Techniques

Watch film clip (intro sequence to E.T.) and complete the chart on SB p. 12; cut & paste chart from SB into LA notebook

13 Springboard 1.4 – Visual Techniques continued

Answer question 4 and complete the Check Your Understanding prompt from SB p. 13

14 Hero’s Journey

Hero’s Journey Clock (all); Hero’s Journey practice worksheet (2nd and 7th periods only)

15 Springboard 1.6 – The Departure

Answer the “Before Reading” questions 1-3 from Springboard p. 20 in complete sentences (all) ; complete the “After Reading” questions 5-6 (2nd period only)

16 Springboard 1.6 – The Departure continued

Complete the chart from Springboard p. 26; cut & tape

17 Springboard 1.7 –The Initiation

Jot down 3 characteristics (mental or physical) of heroes from mythology. Then, read the excerpt from The Odyssey on Springboard pp. 30-34; complete the chart on Springboard p. 29 based on the character Odysseus (do not do the “Road of Trials” section at the bottom). Cut & tape the chart on to notebook page 17.

18 Springboard 1.7 – The Initiation continued

Choose ONE challenge (mental OR physical OR emotional) that Odysseus faced during his encounter with the Cyclops and illustrate it on p.18.

19 Springboard 1.9 – The Return

In complete sentences, answer questions 1 and 2. Then, read the excerpt from A Wrinkle in Time on Springboard pp. 43-47 (audio version available online). After you read, answer questions 3, 4, and 5.

20 Intro to Unit 1B

- at the top the page, brainstorm a short list of similarities and differences between explanatory and narrative writing - below that, write the new goal for this unit: I can write an explanatory essay that examines the concept of heroism using definition strategies and textual evidence to support relevant content.- revisit the unit's Essential Questions; write the questions AND answers in complete sentences: 1. What defines a hero? 2. How does the Hero's Journey archetype appear in literature throughout time? - Think about how you would describe

the concepts of friendship, sacrifice, freedom, and responsibility. Choose ONE of these concepts and write 3-4 sentences to explain/describe this concept as best you can in words.

21 Springboard 1.11 – The Nuance of Tone

Read Springboard p. 53, then copy and define the following terms IN YOUR OWN WORDS:tonedictiondenotationconnotationnuance

22 Springboard 1.11 continued

Select one of the tone words from your chart. Using that tone, write a 1st person narrative about a morning routine on p. 22 of your LA notebook. Use diction and details to convey the tone of the word you selected.

Tape the chart from class on Wednesday on to p. 22 of your LA notebook.

23 Springboard 1.13 – Definition Strategies

Generate a list of words that define a hero (three adjectives, three nouns, and three verbs); then, define the following terms in your own words: definition essay, function strategy, example strategy, negation strategy

24 Springboard 1.13 continued

Read the article “Where I Find My Heroes” on Springboard pp. 63-64. Then, answer the “After Reading” questions #5-#8 from pp. 64-65; below, write a paragraph (4-6 sentences) according to the following: Think about another concept such as family, politeness, determination, or love, and draft a paragraph of definition that establishes the functions of the concept you have chosen. Remember that the function strategy explains how an idea or concept operates in the real world. Be sure to:- Begin with a topic sentence that

states how the idea you have chosen functions in the real world

- Provide supporting details and commentary to develop your ideas

- Use transitions to create coherence

25 Springboard 1.14 – Historical Heroes

Define the term allegory in your own words.

26 Springboard 1.14 continued

Cut and tape/paste the TP-CASTT chart from Springboard pp. 56-57 on to notebook pp. 25-26. Periods 1, 3, and 6 – complete the TP-CASTT chart to analyze the poem “O Captain! My Captain!” on Springboard p. 69Periods 2, 5, and 7 – complete the TP-CASTT chart to analyze the poem “Frederick Douglass” on Springboard p. 70

27 Springboard 1.15 – Transitions

28 Springboard 1.15 - Quotations