Lesson Plans

Lesson Plans
Newell
LA III and Advanced
Week 8: October 6-10, 2014
MONDAY 10/6
Standard(s)
Learning Goal:
Essential Question
TUESDAY 10/7
WEDNESDAY 10/8
THURSDAY 10/9
FRIDAY 10/10
LAFS 8.W.1.3 (DOK 3)
LAFS 8.W.1.3 (DOK 3)
LAFS 8.W.1.3 (DOK 3)
LAFS 8.W.1.3 (DOK 3)
LAFS 8.W.1.3 (DOK 3)
LAFS 8.RL.1.1 (DOK 2)
LAFS 8.RL.1.1 (DOK 2)
LAFS 8.RL.1.1 (DOK 2)
LAFS 8.RL.1.1 (DOK 2)
LAFS 8.RL.1.1 (DOK 2)
LAFS 8.RL.2.6 (DOK 3)
LAFS 8.RL.2.6 (DOK 3)
LAFS 8.RL.2.6 (DOK 3)
LAFS 8.RL.2.6 (DOK 3)
LAFS 8.RL.2.6 (DOK 3)
LAFS 8.SL.1.1 (DOK 3)
LAFS 8.SL.1.1 (DOK 3)
LAFS 8.SL.1.1 (DOK 3)
LAFS 8.SL.1.1 (DOK 3)
LAFS 8.SL.1.1 (DOK 3)
LAFS 8.L.2.3 (DOK 3)
LAFS 8.L.2.3 (DOK 3)
LAFS 8.L.2.3 (DOK 3)
LAFS 8.L.2.3 (DOK 3)
LAFS 8.L.2.3 (DOK 3)
LAFS 8.L.3.6 (DOK 1)
LAFS 8.L.3.6 (DOK 1)
LAFS 8.L.3.6 (DOK 1)
LAFS 8.L.3.6 (DOK 1)
LAFS 8.L.3.6 (DOK 1)
Students will be able to identify explicitly key ideas and identify evidence that supports key details. Students will also recognize the difference between inferences and what is explicitly stated.
Additionally, students will compare and contrast the author’s evidence and/or viewpoints to conflicting evidence and/or viewpoints and analyze the techniques the author uses to respond to
conflicting evidence.
1.
What is the difference between an inference and an explicit statement?
2. What is the value of an author providing evidence to substantiate his point of view?
3. How does using an effective writing technique lend to an author’s authenticity?
Higher Order
Questions
LAFS.8.Rl.1.1 (DOK 2)
1. What inference can you draw from the statement? What evidence supports your inference?
2. What evidence strongly supports the key idea ___________?
3. What is the author’s strongest evidence provided that supports the idea _________?
What makes that evidence stronger than other evidence provided?
Objective(s):
Students will analyze the role of
point of view in “Charles.”
Students will learn the different
elements of narratives and how to
analyze them.
Bell work
Caught Ya Grammar and Vocabulary
Caught Ya Grammar and Vocabulary
Agenda/Activities
1. Bell work
1. Bell work
2. Read “Charles”
2. Begin Cornell Notes on Story
3. Answer Critical Thinking Questions Elements
on pg. 342
4. Rewrite part of story from either
Laurie or the teacher’s perspective
5. Answer: How does the story’s
point of view enable a surprise
ending?
Setting, characters, protagonist, antagonist, conflict, internal conflict, external conflict, plot, exposition, rising action, falling action, climax, resolution, point of view, characterization
Vocabulary
Homework
Ticket Out
Accommodations
Both—AR reading
Both—AR reading
LAFS.8.RL.2.6 (DOK 3)
4. What evidence does the author provide to support different characters’ viewpoints on __?
5. What viewpoints conflict with (character’s) take on __? How does the author present
these viewpoints?
6. Does the author present a particular viewpoint more effectively? How does he/she do it?
7. Why do you think the story is told from __? Viewpoint? What advantages/disadvantages
does this present?
Students will learn the different
Students will also have Data Chats
Students will also have Data Chats
elements of narratives and how
with the teacher to understand their
with the teacher to understand
to analyze them.
yearly goals. Students will also
their yearly goals. Students will
continue work on their accelerated
also continue work on their
reading.
accelerated reading.
Written Response
Caught Ya Grammar and Vocabulary
Caught Ya Grammar and
Vocabulary
1. Bell work
1. Bell work
1. Bell work
2. Finish notes on story
2. Introduce new
2.Data chats/AR/makeup work
elements.
informative/expository rubric and use
it to analyze student writing
3. Data chats/AR/makeup work
Adv.—Reading log
Both—AR reading
Learning Log (AVID Strategy)
Both—AR reading
Both—AR reading
How does the story’s point of view
Learning Log (AVID Strategy)
Learning Log (AVID Strategy)
Learning Log (AVID Strategy)
enable a surprise ending?
Extended time to complete assignments, testing with limited distractions, test adjustments, copies of notes, preferential seat, as prescribed in IEP, ESOL, or 504. Assignments are checked constantly
during class for comprehension, review, and understanding. Visual aids and voice enhancement used in class.
One- on- one lesson and extra help are available to students after school, by appointment
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