LESSON PLANS FOR THE WEEK OF: 10/14/13 – 10/18/13
UNIT 1: URBAN SETTINGS IN AMERICA: “IT HAPPENED IN THE CITY”
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FOR MS. KULAVIC ~ 8 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.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot;
provide an objective summary
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.8.6: 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.
Range of Reading & Level of Text Complexity
RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently
and proficiency.
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.8.6: 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.8.8: 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 Reading & Level of Text Complexity
RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band independently and proficiency.
Text Types & Purposes
W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact
and collaborate with others.
Research to Build and Present Knowledge
W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.8.1c: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
SL.8.1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in lights of the evidence presented.
SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial,
political) behind its presentation.
Presentation of Knowledge and Ideas
SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use
appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
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.8.2c: 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.
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:
Essential Questions:
(What will students know & be able to do as a
result of this lesson?)
(What will students know
1. I can cite both implied and
& be able to do as a
explicitly stated information
result of this lesson?)
from the text
● What does the urban 2. I can determine author’s
point of view.
setting contribute to
3.
I can recognize how the
the stories?
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.
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.
9. Students will explore the concept of fair use,
apply it to case studies, and understand what
rights they have as a creator.
10. Students will understand what gender has to
do with digital citizenship and literacy.
2b. I can statements:
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?)
Formative
• Quick Write
• Writer’s Notebook (Nancy Atwell Lesson 13: “Good Titles”)
• Affix & Spelling
• Mini-Lesson on Grammar (nouns, verbs, adjectives, adverbs)
• SAS Sections 2 & 3 “The Great Fire”
DIFFERENTIATION
Components of
Gradual
Release:
Focus Lesson
(I do)
Day 1
No School –
Columbus Day
Summative
• Spelling Test
• Affix Quiz
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
Day 2
Spelling: I will go over
the spelling menu
directions and expectations
for weekly homework
activities.
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
JJIP: Context Clues:
Bellwork (Review
newscast word ‘pariah’)
Literature Unit On “The
Day 3
Day 4
Day 5
JJIP: Context Clues:
Bellwork
JJIP: Context Clues:
Bellwork
JJIP: Context Clues:
Bellwork
Literature Unit On “The
Great Fire” by Jim
Murphy: I will be
available for students with
any confusions,
misconceptions or
questions. I will review
the text features/maps
problems from Section 1.
Grammar Lesson: I will
show several examples of
nouns, verbs, adverbs, and
adjectives, explaining each.
Spelling Test: Set
expectations for test and
scoring.
Internet Safely: Domain
1 – Stereotypes Online:
Explain the purpose of the
lesson (internet safety)
Literature Unit On “The
Great Fire” by Jim
Murphy: Review Section
2 from the Student Activity
Pack.
Internet Safely: Domain
6 –Rework/Reuse/Remix:
Explain the purpose of the
lesson (internet safety) and
introduce key vocabulary
(rework, fair use, public
Affix Test: Set
expectations for test and
scoring.
Literature Unit On “The
Great Fire” by Jim
Murphy: Summarize
Chapters 3-5 with the
students.
Writer’s Workshop:
Introduce Lesson 13: Good
Titles (NA p. 53) to the
Great Fire” by Jim
Murphy: I will lead the
class in a review of what
type of book it is
(nonfiction, personal
account, historical
documents, etc.)
Guided
Instruction
No School –
Columbus Day
(We do)
Spelling: I will this week’s
lesson (Lesson 7: Review
of Lessons 1-6).
Affixes: Students and I
will brainstorm words to
include on the list of
examples for each affix
(FOCUS: mar, pugn – p. 7)
Literature Unit On “The
Great Fire” by Jim
Murphy: Review Section
1 with the students.
Students should contribute
to the contribution,
interjecting with their own
ideas and thoughts,
particularly in the ‘text
features’ section.
Collaborative
(You do
together)
No School –
Columbus Day
Spelling: While
independently working,
students may speak to a
neighbor if they have
questions..
Literature Unit On “The
Great Fire” by Jim
Murphy: Together, we
will look at a map on the
projector and make
predictions about what we
can infer from the map,
independent from the text.
Internet Safely: Domain
1 – Stereotypes Online:
We will make a list of
types of stereotypes on
chart people. How does
these stereotypes fit into
the ‘virtual world?’
Internet Safely: Domain
1 – Stereotypes Online:
With a partner, students
should complete the WS
from Common Sense
domain, remix or mash-up,
and parody)
students.
Grammar Lesson:
Students will compile a list
of verbs & nouns.
Spelling: Review the unit
with students.
Literature Unit On “The
Great Fire” by Jim
Murphy: Go over any
misconceptions for
confusions whole group.
Literature Unit On “The
Great Fire” by Jim
Murphy: Discuss what
we’ve learned so far and
make predictions of how
the book will end.
Internet Safely: Domain
6 –Rework/Reuse/Remix:
We will explore what a
public domain would look
like or contain. Together
we will complete the “Four
Points of Fair Use Student
Handbook” from the
Common Sense website.
Show students “Scary
Mary”
http://www.scarykidsgame
s.com/scary-mary/scarymary-video.html from
converted version.
Writer’s Workshop:
Together we will read
several poems and come up
with ‘good titles’
Grammar: As a whole
class discussion, we will
list as many examples of
each on chart papers. We
will then review the list
Literature Unit On “The
Great Fire” by Jim
Murphy:
Think/Pair/Share
wonderings, questions, or
Affixes: Together, we
will complete the
matching/building section.
Literature Unit On “The
Great Fire” by Jim
Murphy: Students
should read the first few
pages of Chapter 5 with a
partner.
Independent
(You do)
No School –
Columbus Day
Media, “Gender
Stereotypes Online”
Literature Unit On “The
Great Fire” by Jim
Murphy: While working
on the packet, students
may speak with a neighbor
if they have questions.
together.
Literature Unit On “The
Great Fire” by Jim
Murphy: We will listen to
the first half of Chapter 5
on the audio disc.
Internet Safely: Domain
6 –Rework/Reuse/Remix:
With a partner or in small
groups to discuss if it was
fair use or not fair use.
Report back to class
findings.
‘Aha’s’ of the book thus
far.
Writer’s Workshop:
From their Heart Map and
from their Writing
Territories students should
come up with some
catching poem titles.
SSR: Students read a book
of choice for the first 15
minutes of class.
SSR: Students read a book
of choice for the first 15
minutes of class.
SSR: Students read a book
of choice for the first 15
minutes of class.
SSR: Students read a book
of choice for the first 15
minutes of class.
Spelling: Students will
begin to work on menu
activities of their choice to
submit by Friday.
Affixes: Students will add
words to their list as they
read various texts
throughout the week.
Affixes: Students will add
words to their list as they
read various texts
throughout the week.
Affixes: Students will add
words to their list as they
read various texts
throughout the week.
Affixes: Students will
complete sentence
structure portion of sheet.
Spelling: While
independently working,
students may speak to a
neighbor if they have
questions..
Grammar: Students will
do a Quick Write using at
least 10 of the words from
the class example board.
Spelling/Affixes: Students
will complete a test.
Literature Unit On “The
Great Fire” by Jim
Murphy: Students should
silently finish reading the
chapter and begin Section
2 of the Common Core
Activity Pack.
Affixes: Together, we
will complete the
matching/building section.
Literature Unit On “The
Great Fire” by Jim
Murphy: Students
should read the first few
Literature Unit On
“Literature Unit On “The
Great Fire” by Jim
Murphy: Students will
complete Chapter 5
independently.
Internet Safely: Domain
6 –Rework/Reuse/Remix:
Literature Unit On “The
Great Fire” by Jim
Murphy: Complete
section 3 of their Student
Activity Packet
Writer’s Workshop:
Students should be taking
notes as we are reviewing
independently.
pages of Chapter 5 with a
partner.
Internet Safely: Domain
1 – Stereotypes Online:
Students will come up with
their own internet safety
plan regarding Gender
Stereotypes that will be
effective for them
personally.
Student will will view
“United State of Pop 2012
(Shine Brighter)
http://www.youtube.com/w
atch?v=KkiLpVqPDvg
(converted version) and
complete the “Rework,
Reuse, Remix Assessment”
from CommonSense.Org
5. Agenda (including Resources/Materials)
Day 1
•
7:40-7:50
Morning Duty
8th Grade Outside
Day 2
● SSR Book
● Affix Spiral
● Spelling – Lesson 7
Packets
● Affix WS (mar, pugn)
● Pen/Pencil
● “The Great Fire” by
Jim Murphy
● “The Great Fire” by
Jim Murphy SAS
Day 3
● SSR Book
● Affix Spiral
● Chart paper for
grammar
● Gender Stereotypes
Online WS
● “The Great Fire” by
Jim Murphy
● “The Great Fire” by
Jim Murphy SAS
Day 4
Day 5
●
●
●
●
SSR Book
Affix Spiral
Pen/Pencil
“The Great Fire” by
Jim Murphy
● “The Great Fire” by
Jim Murphy SAS
● Rework, Reuse,
Remix WS
● Videos
●
●
●
●
●
●
SSR Book
Affix Spiral
Spelling Menu
Spelling Test
Affix Quiz
“The Great Fire” by
Jim Murphy
● “The Great Fire” by
Jim Murphy SAS
*Library*
1/2 - 9:00-9:26
3/4 - 10:30–10:55
7/8 – 2:00-2:25
*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: