lp 8th ela february.docx

7/24/2019 LP 8th ELA February.docx

1/32

Teacher: Thomas Baker,

Simone Hand, Amy

Jones, Sheena Robison,

Steven Wooden,

Cazwania Goins,

!amikia Ho"mes,

#ackie

Content: $th

Grade %&A

Week o' :

(ebr)ary $ * +

!ay:

#onday

Standard:

The rammar 'oc)s wi"" be on -o)ns and .rono)ns/ A"so, the nove"s, 0#onster1and 0Bad Boy1 wi"" be read in o)r c"asses/ This week st)dents wi"" disc)ss theim2act that c)"t)re and 2erce2tions have on 3dentity/ St)dents wi"" a"so bein2"annin and dra'tin .ersona" %42erience -arratives abo)t anevent5e42erience52erson that has he"2ed to sha2e their identity/ The st)dentswi"" a"so "earn vario)s as2ects o' the writin 2rocess, 'oc)sin on com2osine6ective introd)ctions, )sin hooks and other enain methods o' writin/(ina""y, the st)dents wi"" take the 7nit 8ne mid*term test/%&ACC$R39: Determine a central idea of a text and analyze its development over the course ofincluding its relationship to supporting ideas; provide an objective summary of the text.

%&ACC$R3: Analyze how a text makes connections amongand distinctions between individuals, ideas, or events e.g.,through comparisons, analogies, or categories

%&ACC$R3;: Determine the meaning of words and phrasesas they are used in a text, including !gurative, connotative,and technical meanings; analyze the impact of speci!c wordchoices on meaning and tone, including analogies orallusions to other texts.

%&ACC$R&+: "ite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well asinferences drawn from the text.

.

%&ACC$R&9: Determine a theme or central idea of a text and analyze its development over thecourse of the text, including its relationship to the characters, setting, and plot; provide an objec

%&ACC$R&;: Determine the meaning of words and phrases

as they are used in a text, including !gurative andconnotative meanings; analyze the impact of speci!c wordchoices on meaning and tone, including analogies orallusions to other texts.

%&ACC$R3+


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%&ACC$W: 'rite narratives to develop real or imaginedexperiences or events using e(ective techni)ue, relevantdescriptive details, and well%structured event se)uences.

.

%&ACC$W;: *roduce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience. +rade%speci!c expectations for writingtypes are de!ned in standards - above./

%&ACC$W=: 'ith some guidance and support from peers and adults, develop and strengthenwriting as needed by planning, revising, editing, rewriting, or trying a new approach, focusing onhow well purpose and audience have been addressed. 0diting for conventions shoulddemonstrate command of 1anguage standards - up to and including grade &./

%&ACC$W+


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Work .eriod4 do, we do, you do/> minutes/

"omplete a 9irst 4mpressions 'eb 5eality "entral extbook, pg. ?&/, and help

students de!ne and understand the following terms: bias, unbiased, stereotype,

objective, and prejudice in relation to forming !rst impressions. 'ords can be

jigsawed by groups. @ptional: Allow student groups to role play the meaning of

their assigned word./ 5eview=discuss instances in which students have been wrong about 9irst

4mpressions=7hare 7tereotype tickets out the door from day 5ead the selection At 9irst +lance,B pgs. ?C%, and complete the 'rap it 6p, pg.

>>Revisit ?o)rna" to2ic 'rom "ast week @e42eriences, and a""ow st)dents to

se"ect a to2ic 'rom their "ist to deve"o2 into a 2ersona" narrative abo)t an

e42erience5event52erson5etc/ that has he"2ed to sha2e their 3dentity/

!i6e

rentTier 3 Tier 33 Tier 333

C"osin 7ummary/8 minutes/

Com2"ete the simi"e:

A rst im2ression is "ike a beca)se /

ReDection- 'hat will 4 do tomorrow

'rap up and connect culture and identity.


4/32


Simone Hand, Amy


Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content:

$thGrade %&A

Week o' :

(ebr)ary

!ay:

Wednesday,

Standards:

%&ACC$R&+: "ite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well asinferences drawn from the text.%&ACC$R&9: Determine a theme or central idea of a text andanalyze its development over the course of the text, includingits relationship to the characters, setting, and plot; provide anobjective summary of the text.%&ACC$R&: Analyze how particular lines of dialogue or incidents in a story or drama propel thereveal aspects of a character, or provoke a decision.

%&ACC$R&=: "ompare and contrast the structure of two ormore texts and analyze how the di(ering structure of eachtext contributes to its meaning and style.

%&ACC$R&+


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e(ective techni)ue, relevant descriptive details, and well%structured event se)uences.

%&ACC$W;: *roduce clear and coherent writing in which the development, organization, and stto task, purpose, and audience. +rade%speci!c expectations for writing types are de!ned in stan

%&ACC$W=: 'ith some guidance and support from peers and adults, develop and strengthen wby planning, revising, editing, rewriting, or trying a new approach, focusing on how well purposehave been addressed. 0diting for conventions should demonstrate command of1anguage standards - up to and including grade &./

%&ACC$&+: Demonstrate command of the conventions of standard 0nglish grammar and usagewhen writing or speaking.

%&ACC$&=: !emonstrate )nderstandin o' )rative "an)ae, word

re"ationshi2s, and n)ances in word meanins/

c/ !istin)ish amon the connotations @associations o' words with simi"ar

denotations @denitions @e//, b)""headed, wi""')", rm, 2ersistent, reso")te

We Are &earning To 1earning 4ntentions/

5ead and analyze a non!ction article 6nderstand the e(ect that connotation

has on impressions 'rite e(ective hooks

6se the writing process to write a

narrative

What 33m &ooking (or 7uccess "riteria/

5ead and analyze a non!ction artic

using textual evidence 6nderstand the e(ect that

connotation has on impressions Ability to write an e(ective hook

6se of the writing process to write a

narrative

Warm*725 !o*-ow8%& minutes/

Eournal: 7hare the 7hakespeare Fuote from 5omeo G Euliet: What's in a name? that which we call arose

By any other name would smell as sweet. Ask students to try to explain what this means.

Does your name !t you 5e2ect on the role that a name has on shaping a person3s identity and

!rst impressions. Discuss whether or not you think your name is !tting as well as what you would

change your name to if you could.

82enin minutes/

7hare Eournal responses


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5ead the article A girl named +irlB http:==newsfeed.time.com=?>=>=>=why%an%

icelandic%girl%named%light%breeze%isnt%legally%allowed%to%use%her%own%name= or a

http:==www.foxnews.com=world=?>=>=>=iceland%teen%known%legally%as%girl%!ghts

for%right%to%name=and complete discussion )uestions about the article. Discuss

impressions of the article as a class, and the impact that having a name can haveon your identity.

'riters workshop:


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Simone Hand, Amy


Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

!ay:

Th)rsday,


8/32

Standards:

%&ACC$R&+: "ite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well asinferences drawn from the text.%&ACC$R&9: Determine a theme or central idea of a text andanalyze its development over the course of the text, including

its relationship to the characters, setting, and plot; provide anobjective summary of the text.%&ACC$R&: Analyze how particular lines of dialogue or incidents in a story or drama propel thereveal aspects of a character, or provoke a decision.


%&ACC$R&+


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Does your name !t you 5e2ect on the role that a name has on shaping a person3s identity.

Discuss whether or not you think your name is !tting as well as what you would change your nam

to if you could.

82enin minutes/

*resent a slideshow of various names typical, common, uncommon, weird celebrity baby

names, etc./ Discuss the e(ect that a person3s name has on their identity.


Display the name &)e""a Bates Washinton Jones, and ask students to write a

written description or draw a picture of the person that they think would have this

name. 7tudents will then read the selection hank Iou Ha3amB 7tudent textbook/ to

determine if the connotation and impressions of the name matches their

predictions. "omplete a character analysis organizer for Hs. Eones

"onference with students about Jarrative Drafts

!i6erentia

Tier 3

7se )ided readin

strateies to aid

com2rehension a"on

Tier 33

.aired readin o' the

se"ection whi"e )sin a

think a"o)d stratey/

Tier 333

.aired or inde2endent

readin o' the se"ection

Com2are and contrast


Ticket o)t the door


C)"t)re and 3dentity


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Simone Hand, Amy

Jones, Sheena Robison,Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content: $th

Grade %&A

Week o' :

(ebr)ary

!ay:

(riday,

Standard:

%&ACC$R&+: "ite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well asinferences drawn from the text.

.

%&ACC$R&9: Determine a theme or central idea of a text and analyze its development over thecourse of the text, including its relationship to the characters, setting, and plot; provide an objec

%&ACC$R&;: Determine the meaning of words and phrasesas they are used in a text, including !gurative andconnotative meanings; analyze the impact of speci!c wordchoices on meaning and tone, including analogies or allusionsto other texts.


.

%&ACC$W;: *roduce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience. +rade%speci!c expectations for writingtypes are de!ned in standards - above./


%&ACC$S&+: 0ngage e(ectively in a range of collaborative discussions one%on%one, ingroups, and teacher%led/ with diverse partners on grade 8 topics and texts, building on othersideas and expressing their own clearly.

%&ACC$S&9: Analyze the purpose of information presented in diverse media and formatse.g., visually, )uantitatively, orally/ and evaluate the motives e.g., social, commercial,political/ behind its presentation.

%&ACC$&;: Determine or clarify the meaning of unknown and multiple%meaning words or phrasebased on grade 8 reading and content, choosing 2exibly from a range of strategies.


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We Are &earning To1earning 4ntentions/

Analyze images to determine a

common theme=word Analyze the role that culture has on

4dentity 4dentify and de!ne what culture means to

me as an individual 6se the writing process to write a

narrative


Ability to Analyze images to

determine a common theme=word 6nderstanding of the role that culture

has on identity

Ability to use words, images, etc. to

describe=de!ne individual cultures Ability to use the writing process to writ

a narrative.

Warm*725 !o*-ow 8%& minutes/

; .ics + Word: C)"t)re

82enin minutes/

Discuss the meaning of the word culture. alk about all of the things that make up culture, and allow students to discuss their own cultures, traditions, etc.

7how video clip: https:==www.youtube.com=watchvK8LM'$5@&5cs

Work .eriod4 do, we do, you do/

> minutes

7nit 8ne*#id*Term %4am

Allow students to make a cultural N pics word =web=song=poem=collage to re2ect

their individual culture. 7tudents can use words or create a collage. 4f creatingcollages, have magazines handy/. *rovide a teacher created model made

beforehand.

7hare culture collages=web=song=poem.

OOSt)dents wi"" contin)e to dra't .ersona" %42erience -arratives

!i6erentiationTier 3

C)"t)re ; 2ics +

word5web5co""ae52oe

m5son

Tier 33 Tier 333
https://www.youtube.com/watch?v=57KW6RO8Rcshttps://www.youtube.com/watch?v=57KW6RO8Rcs


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Ana"oy: C)"t)re is to 3dentity as is to /


!isc)ss the im2act that c)"t)re has on 3dentity


Simone Hand, Amy


Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content: $th

Grade %&A

Week o' :

Se2tember +;*

+$, 9


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.

%&ACC$W;: *roduce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience. +rade%speci!c expectations for writing

types are de!ned in standards - above./


%&ACC$S&+: 0ngage e(ectively in a range of collaborative discussions one%on%one, ingroups, and teacher%led/ with diverse partners on grade 8 topics and texts, building on othersideas and expressing their own clearly.

%&ACC$S&9: Analyze the purpose of information presented in diverse media and formats

e.g., visually, )uantitatively, orally/ and evaluate the motives e.g., social, commercial,political/ behind its presentation.

We Are &earning To1earning 4ntentions/

9orm, support, and debate opinions

with facts and details

Hake textual predictions based on

graphic features and prior knowledge

5ead and comprehend a literary text

6se the writing process to draft anarrative


Ability to form, support, and debate

opinions with facts and details.

Ability to make textual predictions

based on graphic features and prior

knowledge

6nderstanding and comprehension ofliterary text

Ability to use the writing process to

draft a narrative

Warm*725 !o*-ow 8%& minutes/Daily +rammar *ractice

82enin minutes/

Eournal: Does culture a(ect 4dentityAllow students to debate the extent to which culture a(ects identity.


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Hini%lesson: 'riting an 0(ective 4ntroduction; also


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Simone Hand, Amy


Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content: $th

Grade %&A

Week o' :

Se2tember +;*

+$, 9


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%&ACC$R&;: Determine the meaning of words and phrasesas they are used in a text, including !gurative andconnotative meanings; analyze the impact of speci!c wordchoices on meaning and tone, including analogies orallusions to other texts.

%&ACC$R&+


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experience with the narrators.Allow students to share journal responses. Discuss the

sources of their embarrassment noting any commonalities or di(erences with the

narrator3s.


9inish reading the selections and complete the 5eading "heck G "ritical hinking

)uestions on pg. N?8 to assess comprehension of the selection, he 'hite6mbrellaB or he Hedicine #ag.B

6se an organizer to analyze the di(erences between the "hinese culture and the

American culture in the selection.

Advanced: 5ead the selection 1imits,B as a companion piece to the selections

above. http:==teacher.scholastic.com=scholasticnews=indepth=onePworld=pdfs=spreadC.pdf.

Analyze the culture clashB and stereotypes presented in the selection.

"ompare=contrast the two selections.

>>St)dents sho)"d contin)e to revise narrative dra'ts/


G)ide st)dents

thro)h answerin

se"ected readin check

and critica" thinkin

Tier 33

Com2"ete the readin

check and critica"

thinkin )estions

inde2endent"y or with a

Tier 333

Com2"ete the readin

check and critica"

thinkin )estions

inde2endent"y or with a


thins yo) "earned abo)t another c)"t)re

9 )estions that yo) have abo)t the c)"t)re

+ thin that yo) wo)"d "ike to "earn abo)t the c)"t)re


%dit -arratives
http://teacher.scholastic.com/scholasticnews/indepth/one_world/pdfs/spread9.pdfhttp://teacher.scholastic.com/scholasticnews/indepth/one_world/pdfs/spread9.pdf


18/32


Simone Hand, AmyJones, Sheena Robison,

Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content: $th

Grade %&A

Week o' :

Se2tember +;*+$, 9


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experiences or events using e(ective techni)ue, relevantdescriptive details, and well%structured event se)uences.

%&ACC$W;: *roduce clear and coherent writing in which the development, organization, and styare appropriate to task, purpose, and audience. +rade%speci!c expectations for writing types arde!ned in standards - above./

%&ACC$W=: 'ith some guidance and support from peers and adults, develop and strengthenwriting as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on well purpose and audience have been addressed. 0diting for conventions should demonstratecommand of 1anguage standards - up to and including grade &./

%&ACC$S&+: 0ngage e(ectively in a range of collaborative discussions one%on%one, in groupand teacher%led/ with diverse partners on grade 8 topics and texts, building on others3 ideas aexpressing their own clearly.

%&ACC$W:6se technology, including the 4nternet, to produce and publish writing G presenthe relationships between info. and ideas eQciently as well as to interact and collaborate withothers

%&ACC$W+


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'riter3s workshop: he #ody paragraphs: +oing +reen; 0laboration

*eer 0dit essays using a peer editing checklist

ype Jarrative 0ssay 9inal Drafts

!i6erenTier 3 Tier 33 Tier 333



4dentity crisis


Simone Hand, Amy


Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content:

$thGrade $ %&A

Week o' :

Se2tember +;*

+$, 9


21/32

Standards:

%&ACC$R&+: "ite the textual evidence that most stronglysupports an analysis of what the text says explicitly as well asinferences drawn from the text.%&ACC$R&9: Determine a theme or central idea of a text andanalyze its development over the course of the text, including

its relationship to the characters, setting, and plot; provide anobjective summary of the text.%&ACC$R&: Analyze how particular lines of dialogue or incidents in a story or drama propel thereveal aspects of a character, or provoke a decision.


%&ACC$R&+


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narrative 6se of the writing process to draft a

narrative

Warm*725 !o*-ow 8%& minutes/

Daily +rammar *ractice

82enin minutes/N *ics 'ord: "on2ict

Discuss the relationship between con2ict and identity.


Hini%lesson: he "onclusion

0xplain that all stories have con2ict and that con2ict is essential for plot

development and character building. Discuss types of con2icts, and identify

examples. 5eview the elements of plot and remind students that all narratives include

elements of plot. 4n groups, analyze characters and con2icts from unit selections jigsaw selections/:

9rom 4 know why the "aged #ird 7ings,B he 'hite 6mbrella,B he Hedicine

#ag,B and hank Iou Ha3am.B using graphic organizers. Determine the extent to which con2ict helped the character change, impacted

characterization, and compare and contrast characters.

.

Con'erence with st)dents abo)t narratives/

!i6erentia

Tier 3 Tier 33 Tier 333


Ticket o)t the door


"reate a N pics word example for a con2ict that you have experienced.


23/32


Simone Hand, Amy

Jones, Sheena Robison,Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content:$thGrade

%&A

Week o' :

Se2tember +;*

+$, 9


24/32

We Are &earning To 1earning 4ntentions/

Analyze the extent to which internal

con2icts contribute to an identity crisis 4dentify and analyze internal con2icts

6se the writing process to write a

narrative


Ability to analyze the extent to whic

internal con2icts can contribute to a

internal con2ict Ability to 4dentify and analyze

internal con2icts 6se of the writing process to write a

narrative

Warm*725 !o*-ow 8%& minutes/Daily Grammar Practice

82enin minutes/

Display the phrase 4D0J4I "54747 along with the cartoon image cow saying moo/ and allow

students to brainstorm and=or freewrite about what it means to have an identity crisis.

'rite about a time that you experienced an 4dentity "risis. 4f you can3t recall experiencing one,

re2ect on what you have learned about 4dentity "risis3 as well as your thoughts and opinions abo

the concept in general.

7hare de!nitions and thoughts about what it means to have an identity crisis.

De!ne what an identity crisis is


7tudents will work on narratives

5ead the 4dentity "risis *oems, analyze the identity crisis presented, and compare

and contrast the ?. Determine factors that often lead to an identity crisis, particularly as a teen

"reate a cartoon or comic strip in which a character is faced with an identity crisis.

"omic strip can be drawn or digitally created.

http:==www.edhelperclipart.com=clipart=teachers=org%!lmstrip.pdf

OOO%ssay (ina" !ra'ts !)e on Wednesday, Se2tember +I, 9


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well as your thoughts and opinions about the concept in general.


7nit Wra2 72

Teacher: Thomas Baker,Simone Hand, Amy


Steven Wooden,

Cazwania Goins,

!amikia Ho"mes

Content: $thGrade %&A

Week o' :Se2tember 9+*

9;, 9


26/32

%&ACC$W: 6se technology, including the 4nternet, to produce and publish writing G present thand ideas eQcientlyas well as to interact and collaborate with others.

%&ACC$W$: +ather relevant information from multiple print and digital sources, using searchterms e(ectively; assess the credibility and accuracy of each source; and )uote or paraphrase thdata and conclusions of others while avoiding plagiarism and following a standard format forcitation.

%&ACC$W+


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other video creation so'tware or site/

Share diita" narrative na" 2rod)cts

%4am2"es and reso)rces are be"ow:

htt2:55www/eoree""a"yon/com5where/htm"http:==padlet.com=wall=aj$Nyztiw8=wish=$??>>

http:==maasd.edublogs.org=digital%storytelling=web%based%digital%storytelling%tools%online%

interactives=

http:==digitalstorytelling.coe.uh.edu=http:==www.youtube.com=watchvK>Ibyosnwc

http:==www.digitalstoryteller.org=


.ro?ect is

di6erentiated

Tier 33 Tier 333


.arkin &ot: .rovide st)dents with 2ost it notes to write any

)estions5concerns abo)t the 2ro?ect and 2ost it on the wa"" be'ore "eavin

8R )se %dmodo to have st)dents 2ost any )estions abo)t the 2ro?ect/


"ontinue working on Digital 7tories
http://www.georgeellalyon.com/where.htmlhttp://padlet.com/wall/aj64yztiw5/wish/6221010http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-online-interactives/http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-online-interactives/http://digitalstorytelling.coe.uh.edu/http://www.youtube.com/watch?v=0Ybyo1s1nwchttp://www.digitalstoryteller.org/http://www.georgeellalyon.com/where.htmlhttp://padlet.com/wall/aj64yztiw5/wish/6221010http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-online-interactives/http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-online-interactives/http://digitalstorytelling.coe.uh.edu/http://www.youtube.com/watch?v=0Ybyo1s1nwchttp://www.digitalstoryteller.org/


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http:==studentwritersmind.blogspot.com=?>=>=identity%crisis%poem.html

Broken mirror,any !aces,any ears and noses,any eyes

"hat stare #ack at you.

$ists that #leed%nuckles are num#,But still !eelin& that same emptiness inside.

$lash#acks o! memories! people you once were,But who are you now?

( am the cocky one,"he con!ident and #ra)e,*tren&th(s what ( rely on

And ha)e no weakness.

( am the artist,"he sensiti)e soul"hat wouldn+t hurt a thin&,"he one that lo)es words and paint.

( am the student,*tudyin& hard

And went to colle&e,ade parents proud,

"he one that doesn+t make a sound.

( am the( am the( am the

( don+t know anymore,Who ( am,Who ( was,

All is &one,Because chan&e is the only constant in li!e.

ne minute you+re this,

"he next minute that,A second latern the social clock

And you+re somethin& completely di!!erent.

( am the man with the #leedin& !ist,Who couldn+t handle any o! it,Who couldn+t handle any more o! the chan&e,Who couldn+t handle the )oices in my #rain,-ouldn+t take the en)ironment or peers,-ouldn+t stay clear$rom the path that was chosen #y someone else.
http://studentwritersmind.blogspot.com/2011/01/identity-crisis-poem.htmlhttp://studentwritersmind.blogspot.com/2011/01/identity-crisis-poem.html


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Who am ( now?"he real me.$ractured, #roken, and needin& time,Piece #y piece,"he stained &lass was cleaned and &lued #ack,But still the !ractured mirror had those cracks,"he ima&e that ( saw was still plural,Was still so many,ands traced the schisms created

And they tore the mirror downWithout a sound.*ilently takin& the many pieces away/ntil only one remained.

"his was me,"he only piece not a!!ected #y society,By e)eryone ( knew and lo)ed,"a#ula rasance a&ain,0eady to chan&e,But this time !or the #etter

And not !or another

Bad in!luence.

What is identity to you?


32/32

lp 8th ela february.docx

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