ELAR Grade 08 Unit 02A Exemplar Lesson 02: Reflection through Speeches

Transcription

1 ELAR Grade 08 Unit 02A Exemplar Lesson 02: Reflection through Speeches This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students analyze the messages in well-known speeches including the use of literary devices and powerful word choice. Students also evaluate the techniques used in speeches presented through media. Students use conventions and literary techniques to write a personal narrative about a significant event that has occurred in their life. Students establish word collection routines in order to demonstrate word knowledge. Performance Indicators Grade 08 ELAR Unit 02A PI 01 Analyze passages in well-known speeches, focusing on the use of literary devices, word choice, and phrasing. Self-select one passage and create a poster that visually portrays the author s message, providing examples of literary devices, word choice, and phrasing used in the text along with their significance to communicating the author s message. Standard(s): 8.7A, 8.8A, 8.Fig19A, 8.Fig19B, 8.Fig19C, 8.Fig19D, 8.Fig19E ELPS ELPS.c.1H, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5G Grade 08 ELAR Unit 02A PI 03 Write a personal narrative about an event in your life that has had a significant impact, using the conventions of language and a range of literary strategies and techniques Standard(s): 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.16A ELPS ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G page 1 of 53

2 Grade 08 ELAR Unit 02A PI 04 Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of fiction, literary nonfiction, poetry, and media. Provide evidence from the text to support ideas. Standard(s): 8.17C, 8.Fig19A, 8.Fig19B, 8.Fig19C, 8.Fig19D, 8.Fig19E, 8.Fig19F ELPS ELPS.c.1E, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5F, ELPS.c.5G Grade 08 ELAR Unit 02A PI 05 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 8.2A, 8.2B, 8.2E ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.4A, ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings Authors use literary techniques in order to heighten interest, appeal to an audience, and effectively communicate a message. Authors communicate ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. Readers use strategies to support interpretation of text. Understanding new words and concepts enhance comprehension and oral and written communication. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 8.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings. Readiness Standard 8.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, page 2 of 53

3 pronunciations, alternate word choices, and parts of speech of words. Readiness Standard 8.13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 8.13A Evaluate the role of media in focusing attention on events and informing opinion on issues. Supporting Standard 8.13B Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. 8.13C Evaluate various techniques used to create a point of view in media and the impact on audience. Supporting Standard 8.3 Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 8.3C Explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work. Supporting Standard 8.7 Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: 8.7A Analyze passages in well known speeches for the author s use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience. Supporting Standard 8.8 Comprehension of Literary Text/Sensory Language. Students understand, make inferences and page 3 of 53

4 draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: 8.8A Explain the effect of similes and extended metaphors in literary text. Supporting Standard 8.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 8.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea. 8.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. 8.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. 8.14D Edit drafts for grammar, mechanics, and spelling. 8.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences Writing/Personal. Students write about their own experiences. Students are expected to: 8.16A Write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.19A Use and understand the function of the following parts of speech in the context of reading, page 4 of 53

5 writing, and speaking: 8.19A.i 8.19A.v verbs (perfect and progressive tenses) and participles. subordinating conjunctions (e.g., because, since). 8.19B Write complex sentences and differentiate between main versus subordinate clauses. 8.19C Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses Oral and Written Conventions/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.20A Use conventions of capitalization. 8.20B Use correct punctuation marks, including: 8.20B.i commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. 8.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 8.Fig19A Establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension. 8.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 8.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; page 5 of 53

6 making textual, personal, and world connections; creating sensory images). 8.Fig19D Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 8.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard Ongoing TEKS 8.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 8.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.19A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 8.19A.iii adverbial and adjectival phrases and clauses Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 8.21A Spell correctly, including using various resources to determine and check correct spellings. page 6 of 53

7 Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Teacher s Reader s Notebook (1) Writer s Notebook (1 per student) Teacher s Writer s Notebook (1) Highlighter (1 per student) Dictionary (class set) Note card (1 per student) Poster board or large piece of construction paper (1 per student) Chart paper Teacher-selected text with unfamiliar or ambiguous words (1 copy per student) 2 grade-appropriate well-known speeches in written form (1 copy of each per student) Grade-appropriate well-known speech in written form with an example of an aphorism (1 copy per student) Grade-appropriate well-known speech in written form with an example of an epigraph (1 copy per student) 4 grade-appropriate media clips of someone giving a speech Collection of grade-appropriate texts for student selection Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Verb Tenses: Perfect and Progressive (1) Teacher Resource: Reviewing Conventions (1) Teacher Resource: Unit 02A Word Study Overview (1) Teacher Resource: Unit 02A Reading Appetizer (1) Teacher Resource: Unit 02A Writing Appetizer (1) Teacher Resource: Alternative Plan (optional, 1) Resources and References None identified page 7 of 53

8 Possible/Optional Literature Selections None identified page 8 of 53

9 Reflection through Speeches Lesson Preparation Daily Lesson #: 7 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources Advance Preparation 8.Fig19A,B,C,D 8.13A,B,C 8.28A Authors use literary techniques in order to heighten interest, appeal to an audience, and effectively communicate a message. - What techniques do authors/speakers use in speeches to communicate a message to an audience? Readers use strategies to support interpretation of text. - How can you use comprehension strategies to support your interpretation of speeches? Speech Media Reader s Notebook (1 per student) 2 grade appropriate media clips of someone giving a speech Chart paper (if applicable) Teacher Resource: Unit 02A Reading Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Select two grade-appropriate media clips of someone giving a speech. Prepare to show the 8.14A 8.16A Authors communicate ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. - How do authors develop personal narratives that communicate important ideas? Personal narrative Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) 1. Prepare to display visuals as appropriate. 2. Write the following prompt on a chart: Write a personal narrative about an event in life that page 9 of 53

10 Daily Lesson #: 7 READING WRITING media clips via computer or other device. had a significant impact. 3. Refer to the Teacher Resource: Unit 02A Reading Appetizer. Prepare accordingly. 3. Prepare to brainstorm ideas for the above prompt in the Teacher Writer s Notebook. Background Information Teacher Notes In Daily Lesson 7-14 Reading, students will be analyzing the techniques used in speeches. This would be a good opportunity to make connections to Social Studies. Some of the famous people could include: Susan B. Anthony ( On Women s Right to Vote ), Abraham Lincoln ( The Gettysburg Address ), Benjamin Franklin ( Constitutional Convention Speech ), Patrick Henry ( Give Me Liberty or Give Me Death ) Daily Lessons 7 and 8 Reading will focus on the media TEKS by viewing a media clip of a speech. Students will be determining the message in the speeches as well as looking at the visual and sound techniques used to influence the message and the audience. Personal narrative - an expressive literary piece written in first person that centers on a particular event in the author s life and may contain vivid description as well as personal commentary and observations Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences. page 10 of 53

11 Instructional Routines Daily Lesson # 7 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students interpret and evaluate the techniques used in media to influence the message and the audience. 1. Reading Appetizer: 3-5 min. 2. Ask: How does media affect how we learn about the world around us? How does media affect how we form opinions about the world around us? Discuss responses. 3. Explain that they are going to watch a media clip of a speech. Ask: Why do people give speeches? Why do people listen to speeches? Discuss responses. 4. Instruct students to think about the information they are learning from the speech and how that information is helping them form an opinion about the issue/topic. 5. If necessary, provide background information about the historical or cultural context of the speech and/or the person giving the speech in the selected media clip. 6. Play the selected media clip of the speech. Model taking notes on chart paper as the speech is being played. 7. Ask: What questions did you have before, Suggested Duration: min. Content Objective: Students generate ideas for a personal narrative through a range of strategies (e.g., discussion, personal interests, background reading, interviews, etc.). 1. Explain they will begin the process of writing a personal narrative. Ask: What is a personal narrative? What some features of personal narratives? Discuss responses. 2. Ask: How can you use brainstorming to determine your topic for a personal narrative? Discuss responses 3. Display the following prompt: Write a personal narrative about an event in life that had a significant impact. 4. Remind students that the first step of the writing process is prewriting, or brainstorming. 5. Think Aloud and record significant personal events in the Teacher Reader s Notebook. It may be helpful to record these events on a timeline. 6. Think Aloud about which of the events would make the best personal narrative and tell why. 7. Ask the following self-reflective question: What do I want my audience to know and understand about this significant event in page 11 of 53

12 during, or after viewing the speech? Discuss responses including how questioning helps us understand the message in the media clip. my life? Think Aloud about the thesis or controlling ideas for the personal narrative and record a thesis statement in the Teacher Writer s Notebook. Learning Applications 8. After the media clip of the speech is concluded, ask: What information did we learn about the issue/topic? Did the information affect your opinion of the issue/topic? What was the message of the speech? Discuss responses and refer to the notes on the chart as necessary. 9. Ask: What visual and sound techniques we used in the speech that influenced the message? Discuss responses. 10. Ask: How did those techniques create a particular point of view and how does that impact an audience? Discuss responses. 1. Tell students they are going to watch another media clip of a speech. This time they will discuss their responses with a partner. 2. If necessary, provide background information about the historical context of the speech and/or the person giving the speech in the selected media clip. 3. Play the selected media clip of the speech. Students take notes about the information being given. While the students are watching the clip write the questions from steps #6, 7, and 8 on chart paper. 1. In their Writer s Notebook, students generate and record 2-3 ideas for the displayed prompt. 2. Students discuss their ideas with a partner or small group. Students record additional ideas that come up through discussion. 3. Students select one of their ideas and ask themselves the following self-reflective question: What do I want my audience to know and understand about this significant event in my life? If necessary, students discuss the answer with a partner. 4. In their Writer s Notebook, students write a page 12 of 53

13 4. With a partner, discuss the displayed questions. thesis statement that reflects what they want their audience to know and understand about the significant event in their life. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the media clip and its message and techniques. 1. Choose 2-3 students to share their personal narrative topic and their thesis statement. 2. Collect Writer s Notebooks to assess who may need additional support with their topic and thesis statement. page 13 of 53

14 Reflection through Speeches Lesson Preparation Daily Lesson #: 8 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2B 8.Fig19A,B,C,D 8.13A,B,C 8.28A 8.14A 8.16A Key Understandings and Guiding Questions Understanding new words and concepts enhance comprehension and oral and Authors use literary techniques in order to heighten interest, appeal to an audience, Authors communicate ideas and feelings about their own lives and the world around written communication. and effectively communicate a message. them in order to connect with others and to - How can learning new words help as - What techniques do authors/speakers clarify their own thinking. readers and writers? use in speeches to communicate a - How do authors develop personal message to an audience? narratives that communicate important Readers use strategies to support ideas? interpretation of text. - How can you use comprehension strategies to support your interpretation of speeches? Vocabulary of Instruction Context clue Personal narrative Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Highlighter (1 per student) Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) Teacher selected text with unfamiliar or 2 grade appropriate media clips of Chart paper (if applicable) ambiguous words (1 copy per student) someone giving a speech Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 02A Teacher Resource: Unit 02A Word Study Overview (1) Writing Appetizer (1) Advance Preparation 1. Prepare to display visuals as 1. Prepare to display visuals as 1. Prepare to display visuals as page 14 of 53

15 Daily Lesson #: 8 WORD STUDY READING WRITING appropriate. appropriate. appropriate. 2. Prepare to display Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning from Unit 01, Lesson 01, Daily Lesson 4 Word Study. On the chart, create four columns. Label the first column Unfamiliar Word. Label the second column Context Clues. Label the third column Inferred Meaning. Label the fourth column Actual Meaning. 3. Select a grade-appropriate text with 4-6 possible unfamiliar or ambiguous words. Underline the possible unfamiliar or ambiguous words. Be sure there is enough context to determine their meaning. Duplicate the text for each student. 4. Refer to the Teacher Resource: Unit 02A Word Study Overview. Prepare accordingly. 2. Select two grade-appropriate media clips of someone giving a speech. Be sure they are different from Daily Lesson 7 Reading. Prepare to show the media clips via computer or other device. 2. Prepare to display a variety of graphic organizers (e.g., timeline, outline, web, story map, etc.) that would be helpful in planning a personal narrative. 3. Refer to the Teacher Resource: Unit 02A Writing Appetizer. Prepare accordingly. Background Information Teacher Notes This Daily Lesson is a repeat of Daily Lesson 7 Reading for additional practice with the Media TEKS as it relates to speeches. page 15 of 53

16 page 16 of 53

17 Instructional Routines Daily Lesson # 8 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use context to Content Objective: Students interpret and Content Objective: Students use a graphic determine or clarify the meaning of evaluate the techniques used in media to organizer to plan their personal narrative unfamiliar or ambiguous words. influence the message and the audience. that has a clearly defined focus or controlling idea. Mini Lesson 1. Ask: How do you determine the meaning of a word you do not know? Discuss responses. 2. Explain that although using a dictionary is one option for figuring out what an unknown word means, effective readers do not always use one. Sometimes, they use the clues in the text to figure out what the word means. 3. Display the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. Discuss the different types of clues. 4. Display and introduce the text selected for the lesson. 5. Read the text aloud until the first underlined word. Think Aloud and model looking for clues to help figure out what the word means. 1. Review the purpose of speeches in media. 2. Explain that they are going to watch another media clip of a speech. Instruct students to think about the information they are learning from the speech and how that information is helping them form an opinion about the issue/topic. 3. If necessary, provide background information about the historical or cultural context of the speech and/or the person giving the speech in the selected media clip. 4. Play the selected media clip of the speech. Model taking notes on chart paper as the speech is being played. 5. Discuss the selected media clip and model writing a response in 1. Writing Appetizer: 5-10 min. 2. Discuss and review the topic selected for modeling a personal narrative in the Teacher Writer s Notebook. Read the thesis statement from Daily Lesson 7 Writing. 3. Display a variety of graphic organizers (e.g., timeline, outline, web, story map, etc.) that would be helpful in planning a personal narrative. 4. Think Aloud and choose one of the graphic organizers for planning the personal narrative. Draw the selected graphic organizer in the Teacher Writer s Notebook. 5. Model planning the ideas/events in the personal narrative on the selected graphic organizer. Think page 17 of 53

18 6. Highlight any relevant clues and explain how the context helped to determine the meaning of the word. Record the word and the clues in the first and second columns of the Anchor Chart: Unfamiliar Words: Using Context to Determine Meanin. 7. Think Aloud about the inferred meaning of the word and record it in the third column on the Record the word and the clues in the first and second columns of the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. the Teacher Reader s Notebook on the following questions: What information did I learn about the issue/topic? Did the information affect my opinion of the issue/topic? What was the message of the speech? What visual and sound techniques we used in the speech that influenced the message? How did those techniques create a particular point of view and how does that impact an audience? Aloud about how each event connects to thesis statement. Learning Applications 1. Students create the same fourcolumn chart in their Vocabulary Notebook. Tell students that they will only be completing the first three columns. 2. Provide each student with a copy of the text and a highlighter. 3. Students read the text individually or with a partner. 4. When students come to an 1. Tell students they are going to watch another media clip of a speech. This time they will write a response in their Reader s Notebook using the questions from the Mini Lesson. 2. If necessary, provide background information about the historical context of the speech and/or the person giving the speech in the selected media clip. 1. Students reread the thesis statement in their Writer s Notebook from Daily Lesson 7 Writing. 2. Students select a graphic organizer and plan the events/ideas in their personal narrative. Students consider how each event connects to their thesis statement. page 18 of 53

19 underlined word, they look for and highlight context clues to help them determine the meaning of the word. 5. Students record the words, clues, and inferred meaning on the chart 3. Students view the media clip and write a response using the questions from the Mini Lesson. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the context clues found and the meaning of each underlined word. 1. Students share their responses with a partner. 1. Students share their plans for their personal narrative with a partner. page 19 of 53

20 Reflection through Speeches Lesson Preparation Daily Lesson #: 9 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS 8.Fig19C,D,E 8.3C 8.7A 8.8A 8.28A 8.1A 8.14A,B 8.19Ai Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources Authors use literary techniques in order to heighten interest, appeal to an audience, and effectively communicate a message. - What techniques do authors/speakers use in speeches to communicate a message to an audience? Literary device Imagery Hyperbole Irony Oxymoron Simile Metaphor Reader s Notebook (1 per student) Highlighter (1 per student) Grade appropriate well known speech in written form (1 copy per student) Chart paper (if applicable) Authors communicate ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. - How do authors develop personal narratives that communicate important ideas? Verb Present tense Past tense Future tense Perfect tense Progressive tense Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Teacher Resource: Verb Tenses: Perfect and page 20 of 53

21 Daily Lesson #: 9 READING WRITING Progressive (1) Teacher Resource: Unit 02A Writing Appetizer (1) Advance Preparation Background Information Teacher Notes 1. Prepare to display visuals as appropriate. 2. Create an Anchor Chart: Literary Devices. Write student-friendly definitions and examples of literary techniques (e.g., imagery, hyperbole, irony, oxymoron, simile, metaphor, etc.) on the chart. Use the Anchor Chart: Poetic Terms as a resource. 3. Select a well-known speech in written form. Duplicate the speech for each student. Decide which parts of the speech will be used for modeling during the Mini Lesson and which parts will be used for student practice in Learning Applications. For the rest of this Unit, students are analyzing speeches for literary techniques. Be sure to make connections between literary techniques in fiction and poetry. 1. Prepare to display visuals as appropriate. 2. Create an Anchor Chart: Verb Tenses: Perfect and Progressive. Use the Teacher Resource: Verb Tenses: Perfect and Progressive as a resource for making the chart. Leave room to conjugate an additional verb in each tense. Choose regular verbs for additional practice (e.g., jump, yell, open) 3. Refer to the Teacher Resource: Unit 02A Writing Appetizer. Prepare accordingly. page 21 of 53

22 Instructional Routines Daily Lesson # 9 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students analyze passages in wellknown speeches for the author s use of literary devices and word choice that appeals to the audience. 1. Display the Anchor Chart: Literary Devices. Review the definitions and examples of literary devices. 2. Discuss with students that authors use literary techniques in order to heighten interest, appeal to an audience, and efficiently communicate their message in speeches. 3. Display and distribute the selected well-known speech. 4. If necessary, provide background information about the historical or cultural context of the speech and/or the person who gave the speech. 5. Read the speech aloud. Instruct students to think about the message of the speech and the intended audience. 6. Ask: What was the message of the speech? Who was the intended audience? Discuss responses. 7. Reread a selected passage from the speech. Suggested Duration: min. Content Objective: Students develop a personal narrative that is focused, organized, and reflects upon decisions, actions, and consequences. Students understand and use perfect and progressive tense verbs. 1. Writing Appetizer: 5-10 min. 2. Ask: What is a verb in present tense? What is a verb in past tense? What is a verb in future tense? Discuss responses and provide examples. 3. Display the Anchor Chart: Verb Tenses: Perfect and Progressive. Discuss the different tenses and ask students to visualize what is happening when moving to different tenses. 4. Using a regular tense verb (e.g., jump, yell, open), conjugate the verb with students into the different tenses. 5. Ask: Why is it important for writers/authors to be careful about verb tense? Discuss responses including making their writing make sense and to help the reader visualize when and how things are happening. 6. Display the graphic organizer used to plan the personal narrative in the Teacher Writer s Notebook in Daily Lesson 8 Writing. page 22 of 53

23 Use a highlighter to identify important literary devices and powerful word choice. 8. Ask: How do the literary devices and/or the word choice affect the message and appeal to the audience? Discuss responses. 9. With students, discuss how the person s values or beliefs were influenced by the historical or cultural setting of the speech. 7. Discuss the plan including how the events/ideas develop the thesis statement. 8. In the Teacher Writer s Notebook, begin drafting the personal narrative using the plan from Daily Lesson 8 Writing. Be very explicit in selecting words and phrases that reflect on decisions, actions, and/or consequences. 9. Ask: What verb tense(s) is (are) being used in the modeled personal narrative? Discuss responses. Learning Applications 1. Students review the graphic organizer used to plan their personal narrative in their Writer s Notebook from Daily Lesson 8 Writing. 2. Students begin to draft their personal narratives. Students carefully choose their words and phrases to reflect on the decisions, actions, and/or consequences throughout the narrative. They include personal thoughts and feelings to communicate the message more clearly. 3. Remind student to use appropriate verb tenses as they draft. Engage in Small Group Instruction as appropriate. Closure 1. As a class, students share how the literary devices and word choice affect the message and appeal to the audience. 1. Students share their drafts with a partner. Partners provide feedback based on focus, coherence, and organization. page 23 of 53

24 Reflection through Speeches Lesson Preparation Daily Lesson #: 10 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2B 8.Fig19C,D,E,F 8.3C 8.7A 8.8A 8.28A 8.14B 8.16A Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Authors use literary techniques in order to heighten interest, appeal to an audience, Authors communicate ideas and feelings about their own lives and the world around written communication. and effectively communicate a message. them in order to connect with others and to - What do effective readers do when they - What techniques do authors/speakers clarify their own thinking. come across a word they do not know or use in speeches to communicate a - How do authors develop personal understand? message to an audience? narratives that communicate important ideas? Vocabulary of Instruction Context clue Aphorism Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Collection of grade appropriate texts for Highlighter (1 per student) Teacher Writer s Notebook (1) student selection Grade appropriate well known speech in Chart paper (if applicable) Chart paper (if applicable) written form with an example of an aphorism (1 copy per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 02A Teacher Resource: Unit 02A Word Study Overview (1) Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. page 24 of 53

25 Daily Lesson #: 10 WORD STUDY READING WRITING Background Information 2. Prepare to display the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning from Daily Lesson 8 Word Study. 3. Prepare a collection of texts for student selection. Students can also use their Independent Reading text or any text being used in Reading. 4. Select a text to use for modeling. Preview the text and identify 2-3 words that may be unfamiliar to students and have context clues to help determine meaning. 5. Refer to the Teacher Resource: Unit 02A Word Study Overview. Prepare accordingly. This Instructional Routine partially assesses Performance Indicator Prepare to display the Anchor Chart: Literary Devices from Daily Lesson 9. Add aphorism to the chart and provide a definition and examples. Refer to Background Information for more information. 3. Select a grade-appropriate wellknown speech in written form that has an example of an aphorism. Duplicate the speech for each student. Decide which parts of the speech will be used for modeling during the Mini Lesson and which parts will be used for student practice in Learning Applications. 4. Refer to the Teacher Resource: Unit 02A Reading Appetizer. Prepare accordingly. Aphorism - a concise statement of a general truth or principle (e.g., a penny saved is a penny earned) Examples of aphorisms: A penny saved is a penny earned. A winner never quits a quitter never wins. Delay is preferable to error. Failure to prepare is preparing to fail. It s not over until it s over. Like a fish out of water. The grass is always greener on the other page 25 of 53

26 Daily Lesson #: 10 WORD STUDY READING WRITING Teacher Notes side. page 26 of 53

27 Instructional Routines Daily Lesson # 10 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use context to Content Objective: Students analyze Content Objective: Students develop a determine or clarify the meaning of passages in well-known speeches for the personal narrative that is focused, unfamiliar or ambiguous words. author s use of literary devices and word organized, and reflects upon decisions, choice that appeals to the audience. actions, and consequences. Mini Lesson 1. Ask: How do you determine the meaning of a word you do not know? Discuss responses. 2. Review that although using a dictionary is one option for figuring out what an unknown word means, effective readers do not always use one. Sometimes, they use the clues in the text to figure out what the word means. 3. Display the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. Review the different types of context clues. 4. Display and introduce the selected text for the modeling. 5. Read the text aloud until the first unfamiliar word. Think Aloud and model looking for clues to help figure out what the word means. 1. Reading Appetizer: 3-5 min. 2. Display the Anchor Chart: Literary Devices. Review the definitions and examples of literary devices. 3. Introduce aphorism and provide a definition and examples of popular aphorisms. 4. Review that authors use literary techniques in order to heighten interest, appeal to an audience, and efficiently communicate their message in speeches. 5. Display and distribute the selected well-known speech. 6. If necessary, provide background information about the historical or cultural context of the speech and/or the person who gave the speech. 1. Display the personal narrative plan and the thesis statement developed in the Teacher Writer s Notebook from Daily Lesson 8 Writing. 2. Reread what was drafted in the Teacher Writer s Notebook in Daily Lesson 9 Writing. 3. In the Teacher Writer s Notebook, continue drafting the personal narrative using the plan from Daily Lesson 8 Writing. Be very explicit in selecting words and phrases that reflect on decisions, actions, and/or consequences. Include personal thoughts and feeling to communicate the message more clearly. page 27 of 53

28 6. Record the word, the clues, and inferred meaning on the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning. 7. Continue this process with the other unfamiliar words. 7. Read the speech aloud. Instruct students to think about the message of the speech and the intended audience. 8. Ask: What was the message of the speech? Who was the intended audience? Discuss responses. 9. Reread a selected passage from the speech. Use a highlighter to identify important literary devices and powerful word choice including any aphorisms. 10. Ask: How do the literary devices and/or the word choice affect the message and appeal to the audience? Discuss responses. 11. Discuss how the person s values or beliefs were influenced by the historical or cultural setting of the speech. Learning Applications 1. Students select a text from the collection and read the text individually or with a partner. 2. When students come to an unfamiliar word, they look for context clues to help them determine the meaning of the 1. Instruct students to analyze a different passage of the speech with a partner. 2. Students reread the assigned passage and highlight important literary devices and powerful word choices including any aphorisms. 1. Students review their plan and thesis statement created in their Writer s Notebook from Daily Lesson 8 Writing. 2. Students continue to draft their personal narratives. Students carefully choose words and page 28 of 53

29 word. Students record the word, the clues, and an inferred meaning on the chart in their Vocabulary Notebook. 3. Students discuss how the literary devices and/or the word choice affect the message and appeal to the audience. 4. Monitor and support students as necessary. phrases that reflect on decisions, actions, and/or consequences. They include personal thoughts and feelings to communicate the message more clearly. Engage in Small Group Instruction as appropriate. Closure 1. Students share the words and clues they found. 1. As a class, students share how the literary devices and word choice affect the message and appeal to the audience. Compare the techniques to the speech in Daily Lesson 9 Reading. 1. Students share their drafts with a partner. Partners provide feedback based on focus, coherence, and organization. page 29 of 53

30 Reflection through Speeches Lesson Preparation Daily Lesson #: 11 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS 8.Fig19C,D,E,F 8.3C 8.7A 8.8A 8.28A 8.14B,C 8.16A 8.19Ai,v,B, C 8.20Bi 8.28A 8.19Aiii Key Understandings and Guiding Questions Authors use literary techniques in order to heighten interest, appeal to an audience, and effectively communicate a message. - What techniques do authors/speakers use in speeches to communicate a message to an audience? Authors communicate ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. - How do authors develop personal narratives that communicate important ideas? Vocabulary of Instruction Epigraph Revision Materials Attachments and Resources Advance Preparation Reader s Notebook (1 per student) Highlighter (1 per student) Grade appropriate well known speech in written form with an example of an epigraph (1 copy per student) Chart paper (if applicable) 1. Prepare to display visuals as appropriate. 2. Prepare to display the Anchor Chart: Literary Devices from Daily Lesson 9 Reading. Add Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Teacher Resource: Unit 02A Writing Appetizer (1) Teacher Resource: Reviewing Conventions (1) 1. Prepare to display visuals as appropriate. 2. Prepare to display the Teacher Resource: Reviewing Conventions or create an Anchor page 30 of 53

31 Daily Lesson #: 11 READING WRITING epigraph to the chart and provide a definition and examples. Refer to Background Information for more information. 3. Select a grade-appropriate well-known speech in written form that has an example of an epigraph. Duplicate the speech for each student. Decide which parts of the speech will be used for modeling during the Mini Lesson and which parts will be used for student practice in Learning Applications. Chart: Reviewing Conventions with similar information. 3. Prepare to display the Anchor Chart: Revision Checklist from Unit 01, Lesson 03, Daily Lesson 18 Writing. Decide which of the points will be the focus of the lesson. 4. Refer to the Teacher Resource: Unit 02A Writing Appetizer. Prepare accordingly. Background Information Teacher Notes Epigraph - a quotation at the beginning of a literary work to introduce its theme Revision is the third step in the writing process. During this step, writers make revisions by changing, adding, or deleting words, phrases, or sentences to clarify and/ or enhance meaning. page 31 of 53

32 Instructional Routines Daily Lesson # 11 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students analyze passages in wellknown speeches for the author s use of literary devices and word choice that appeals to the audience. 1. Display the Anchor Chart: Literary Devices. Review the definitions and examples of literary devices. 2. Introduce epigraph and provide a definition and examples of epigraphs. 3. Review that authors use literary techniques in order to heighten interest, appeal to an audience, and efficiently communicate their message in speeches. 4. Display and distribute the selected well-known speech. 5. If necessary, provide background information about the historical or cultural context of the speech and/or the person who gave the speech. 6. Read the speech aloud. Instruct students to think about the message of the speech and the intended audience. 7. Ask: What was the message of the speech? Who was the intended audience? Discuss responses. Suggested Duration: min. Content Objective: Students develop and revise personal narrative that is focused, organized, and reflects upon decisions, actions, and consequences. 1. Writing Appetizer: 5-10 min. 2. Display the Teacher Resource: Reviewing Conventions or the Anchor Chart: Reviewing Conventions. Review simple, compound, and complex sentences including phrases and different verb tenses. 3. Ask: Why do writers/authors use a variety of sentences in their writing? Discuss responses. 4. Ask: What is revision? Why do authors revise? How do authors decide what to revise? Discuss responses. 5. Display the Anchor Chart: Revision Checklist. Review and discuss what students need to be revising for. 6. Display and read the personal narrative draft in the Teacher Writer s Notebook. Finish drafting the narrative if necessary. 7. Think Aloud and model revising the narrative in the Teacher Writer s Notebook. Ask for student input and feedback. Continually refer page 32 of 53

33 8. Reread a selected passage from the speech. Use a highlighter to identify important literary devices and powerful word choice including any epigraphs. back to the thesis statement to be sure that the revisions still match the message of the personal narrative. Learning Applications 9. Ask: How do the literary devices and/or the word choice affect the message and appeal to the audience? Discuss responses. 10. Discuss how the person s values or beliefs were influenced by the historical or cultural setting of the speech. 1. Instruct students to analyze a different passage of the speech with a partner. 2. Students reread the assigned passage and highlight important literary devices and powerful word choices including any epigraphs. 3. Students discuss how the literary devices and/or the word choice affect the message and appeal to the audience. 4. Monitor and support students as necessary. 1. In their Writer s Notebooks, students finish their personal narrative drafts if needed. 2. With a partner, students read their drafts and evaluate their drafts using the Anchor Chart: Revision Checklist. 3. Students revise their drafts based on feedback from their partner. 4. Monitor and support students as necessary. Engage in Small Group Instruction as appropriate. Closure 1. Students share how the literary devices and word choice affect the message and appeal to the audience. Compare the techniques to the speech in Daily Lesson 9 Reading. 1. Students share their revisions with a partner or small group. 2. Ask students to give examples of their use of different sentence structures and conventions. page 33 of 53

34 Reflection through Speeches Lesson Preparation Daily Lesson #: 12 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 8.2E 8.Fig19C,D,E,F 8.3C 8.7A 8.8A 8.14C 8.16A Key Understandings and Guiding Questions Understanding new words and concepts enhance comprehension and oral and Authors use literary techniques in order to heighten interest, appeal to an audience, Authors communicate ideas and feelings about their own lives and the world around written communication. and effectively communicate a message. them in order to connect with others and to - How can a dictionary and other resources - What techniques do authors/speakers clarify their own thinking. help you as a reader and a writer? use in speeches to communicate a - How do authors develop personal message to an audience? narratives that communicate important ideas? Vocabulary of Instruction Literary device Personal narrative Revise Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Dictionary (class set) Highlighter (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Grade appropriate well known speech in Chart paper (if applicable) written form (1 copy per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 02A Teacher Resource: Unit 02A Word Study Overview (1) Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. page 34 of 53

35 Daily Lesson #: 12 WORD STUDY READING WRITING Background Information Teacher Notes 2. Prepare to display the Anchor Chart: Understanding New Vocabulary from Unit 01, Lesson 02, Daily Lesson 8 Word Study. 3. Prepare to display the Anchor Chart: Unfamiliar Words: Using Context to Determine Meaning from Daily Lesson 10 Word Study. 4. Refer to the Teacher Resource: Unit 02A Word Study Overview. Prepare accordingly. 2. Prepare to display the Anchor Chart: Literary Devices from Daily Lesson 11 Reading. 3. Select a grade-appropriate wellknown speech in written form. Duplicate the speech for each student. Decide which parts of the speech will be used for modeling during the Mini Lesson and which parts will be used for student practice in Learning Applications. 4. Refer to the Teacher Resource: Unit 02A Reading Appetizer. Prepare accordingly. 2. Prepare to display the Anchor Chart: Revision Checklist from Daily Lesson 11 Writing. page 35 of 53