LESSON PLANS FOR THE WEEK OF: 09/16/13 09/16/13 UNIT 1: URBAN SETTINGS IN AMERICA: IT HAPPENED IN THE CITY FOR MS. KULAVIC ~ 8 TH GRADE LANGUAGE ARTS

Transcription

1 LESSON PLANS FOR THE WEEK OF: 09/16/13 09/16/13 UNIT 1: URBAN SETTINGS IN AMERICA: IT HAPPENED IN THE CITY FOR MS. KULAVIC ~ 8 TH GRADE LANGUAGE ARTS 1. COMMON CORE LEARNING STANDARDS ADDRESSED: (RL Reading: Literature; RI Reading Informational Text; W Writing; SL Speaking & Listening; L Language) Key Ideas & Details RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision Craft & Structure 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. RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity Key Ideas & Details *RI.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 RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; proved an objective summary of the text. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories). Craft & Structure RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. *RI.8.6: Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Integration of Knowledge & Ideas RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Range of Reading & Level of Text Complexity Text Types & Purposes W.8.1: Write argument so support claims with clear reasons and relevant evidence. Research to Build and Present Knowledge W.8.7: Conduct short research project to answer a question (including self-generated question), drawing on several sources and generating additional related, focused

2 questions that allow for multiple avenues of exploration. W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.8.9a: Apply grade 8 reading standards to literature (e.g. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. ) W.8.9b: Apply grade 8 reading standards to literary nonfiction (e.g. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ) Range of Writing W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. Comprehension and Collaboration *SL.8.1: Engage effectively in a arrange 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. * SL.8.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. * SL.8.1b: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. SL.8.1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in lights of the evidence presented. Presentation of Knowledge and Ideas SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Conventions of Standard English L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. L.8.1b: Form and use verbs in the active and passive voice. L.8.1c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1d: Recognize and correct inappropriate shifts in verb voice and mood. L.8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.2a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break. L.8.2b: Use an ellipsis to indicate an omission L.8.2c: Spell correctly Knowledge of Language L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.3a: Use verbs in the active and passive voice and in the conditional and subjective mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact.) Vocabulary Acquisition and Use *L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. *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. *L.8.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede) L.8.4c: Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.8.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary) L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

3 L.8.5a: Interpret figures of speech (e.g. verbal irony, puns) L.8.5b: Use the relationship between particular words to better understand each of the words L.8.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent, resolute) L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. *indicates a focus standard 2a. Learning Targets: (What will students know & be able to do as a result of this lesson?) 1. Students will be able to cite textual evidence (both explicitly stated & implied) to support analysis of a text. 2. Determine author s point of view. 3. Recognize how the author responds and acknowledges differing opinions or point of view. 4. Write an effective, well-structured, descriptive narrative with real or imagined experiences. 5. Engage in a range of collaborative discussions. 6. Come prepared for discussions. 7. Follow group norms for discussions and track individual progress towards goal. 8. Determine or clarify the meaning of unknown and multiple meaning words or phrases, choosing from a range of reading strategies. Essential Questions: (What will students know & be able to do as a result of this lesson?) What does the urban setting contribute to the stories? 2b. I can statements: 1. I can cite both implied and explicitly stated information from the text 2. I can determine author s point of view. 3. I can recognize how the author responds to and acknowledges differing points of view. 4. I can write an effective, wellstructured narrative. 5. I can engage in a range of collaborative discussions. 6. I can come to discussions prepared to participate. 7. I can follow group norms for discussions and track individual progress towards goal. 8. I can find the meaning of unknown words and/or phrases. New Bloom s 3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson s outcomes look like?)

4 Formative Quick Write Writer s Notebook (Nancy Atwell Lessons: 2 Heart Mapping ) Literature Response What s in a Name (CC p. 132 #11) Affix & Spelling Mini-Lesson on Grammar (nouns, verbs, adjectives, adverbs) BIO Poems for Seed Folks End of the story questions and vocab for Anteaus Summative Spelling Test Affix Quiz DIFFERENTIATION 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components of Gradual Release: Focus Lesson (I do) Day 1 Spelling: I will go over the spelling menu directions and expectations for weekly homework activities. JJIP/Affixes: I will introduce the affixes and definitions and show some words that contain these, demonstrating how to break down the word by affixes to get a better understanding of the word Seed Folks: 1) I will Day 2 SRI: I will tell the students the reason for the SRI and encourage them to do their very best. Writer s Workshop: Introduce Lesson 2: Heart Mapping (NA p. 9) to the students. Seed Folks: 1) I will review what was covered the previous week & connect to the theme What s in a Name? 2) I will introduce the concept Day 3 Grammar Lesson: I will show several examples of nouns, verbs, adverbs, and adjectives, explaining each. First Course: Show students Power Notes on Characterization. First Course: Introduce the short story: Antaeus and key vocabulary for the story (PP) Day 4 First Course: I will lead the review of characterization, key vocabulary and the short story Anteaus. SLC Folders: I will hand out and explain the half sheets for Pride. ( bc I got an A is not an acceptable response) Spelling Test: Set expectations for test and scoring. Day 5

5 review what was covered the previous week & connect to the theme What s in a Name? of a BIO poem. JJIP/Affix Test: Set expectations for test and scoring. Guided Instruction (We do) Spelling: I will discuss with students the pattern of the week (Lesson 2: Adding Endings to Words) and we will brainstorm words that fit the pattern. and I will brainstorm words to include on the list of examples for each affix (FOCUS: mob p. 3) Seed Folks: As a class, we will compile a list of characters from the story. SRI: Students will all login simultaneously to begin SRI assessment. Writer s Workshop: I will share with the students my Heart Map and they will have the opportunity to engage in questions or conversation re: my heart map. Seed Folks: As a class, we will make a web of the characteristics of each character and find the connections made between them. Grammar Lesson: Students will compile a list of verbs & nouns. First Course: As students are previewing lesson, we will review the vocabulary together through the PP First Course: We will listen to the story together, stopping to answer direct teaching questions Elements of Literature - First Course: As I lead the review of characterization, key vocabulary and the short story Anteaus, students will participate by responding and interjecting into the discussion. SLC Folders: Students will hand back papers Spelling: Review the spelling pattern with the students. JJIP/Affixes: Review the functionality of the root words + prefixes & suffixes Collaborative (We do together) Spelling: Students will receive the first assigned spelling list and we will do the pattern word sort activity together. JJIP/Affixes: Together, we will complete the matching/building section together. Seed Folks: From the compiled list, students will Writer s Workshop: Together, we will brainstorm and create a list of a generic heart map for a typical middle schooler. Seed Folks: Think, Pair, Share with a neighbor. Grammar: As a whole class discussion, we will list as many examples of each on chart papers. We will then review the list together. First Course: Complete the practice together. First Course: We will Elements of Literature - First Course: As I lead the review of characterization, key vocabulary and the short story Anteaus, students will participate by responding and interjecting into the discussion. JJIP/Affixes: Share with a neighbor a prefix/suffix/root you

6 think, pair, share each characters. listen to the story together, stopping to answer direct teaching questions found in the real SLC Folders: Students will hand back papers Independent (You do) Spelling: Students will begin to work on menu activities of their choice to submit by Friday. will add words to their list as they read various texts throughout the week. will add words to their list as they read various texts throughout the week. will add words to their list as they read various texts throughout the week. will complete sentence structure portion of sheet. Seed Folks: Students will complete any 4 of the 15 choices for Understanding the Selection Writer s Workshop: In their Writer s Workshop Spiral (p. 4), students should create their own heart map using the prompting questions from NA p. 13 Seed Folks: With a partner, students will create a BIO poem about any three characters of their choice. Grammar: Students will do a Quick Write using at least 10 of the words from the class example board. First Course: Students need to compile a list of characters from their SSR book. If they are reading nonfiction, they should use another fiction piece they ve read. First Course: Follow along as an active reader and participate in classroom dialogue regarding story First Course: Follow along as an active reader and participate in classroom dialogue regarding story First Course: At stories completion periods 1/2 will complete page 185 answering any 4 of the 7 questions. Periods 3/4 and 7/8 will complete the questions on the adapted reader. SLC Folders: Students will independently decide which paper to keep for Pride and affix their completed purple half sheet to their evidence. Spelling/Affixes: Students

7 will complete a test. 5. Agenda (including Resources/Materials) Day 1 Day 2 Day 3 Day 4 Day 5 SSR book Spelling Menu Affix Sheet Computers Seed Folks Seed Folks WS Pencil/Pen Writer s Workshop Spiral Heart Maps Seed Folks Heart Maps *Seed Folks WS due Chart paper for grammar EoL: 1 st Course books (1/2 period) Adapted Reader (3/4 & 7/8 periods) Audio for Antaeus Pen/Pencil Spelling Menu Spelling Test Affix Quiz Pen/Pencil *Spelling Menu Due *Library* 1/2-9:00-9:26 3/4-10:30 10:55 7/8 1:35 2:00 Spelling Menu Spelling Test Affix Quiz Student Packets for Argumentative Essay *Spelling Menu due Family Connection (How will you communicate with and extend into the home?) Students will read silently in class and at home. Teacher Reflection: