Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
ELAR Grade 08 Unit 03 Exemplar Lesson 01: Following Directions in Procedural Text
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
Performance Indicators
Students analyze procedural texts for missing and/or extraneous information and evaluate the effectiveness of
graphics in procedural texts. Students also follow and give oral instruction to complete a drawing task. In Writing,
students write a text message, friendly letter, and business letter that reflect an opinion on a controversial issue.
Students compare the formality of language and conventions in each type of text. Students continue to participate in
Word Study routines to increase vocabulary.
Grade 08 ELAR Unit 03 PI 04
When provided a sequencing organizer, create a procedural text, explicitly outlining how to best perform a familiar procedure. Include
multi-step directions and legends for diagrams and/or graphic aids to support the clarity of the text. Exchange with a partner and
evaluate the partner’s procedural text for clarity and missing or extraneous information.
Standard(s): 8.12A , 8.12B , 8.26B
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.1H , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4H , ELPS.c.4I
, ELPS.c.4K , ELPS.c.5B , ELPS.c.5C , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/08/2013
page 1 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Grade 08 ELAR Unit 03 PI 06
Write a text message reflecting an opinion on a self-selected topic or issue to a person of choice. Convey this message in a friendly
letter and ultimately in a business letter for publication in a local, school or class newspaper or for real-world purposes. Discuss the
differences between the three contexts and formats with a partner and orally present these findings to a small group.
Standard(s): 8.17B , 8.28A
ELPS ELPS.c.1B , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1G , ELPS.c.2D , ELPS.c.2G , ELPS.c.2H
, ELPS.c.2I , ELPS.c.3C , ELPS.c.3E , ELPS.c.3G , ELPS.c.3H , ELPS.c.3I , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D
, ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Grade 08 ELAR Unit 03 PI 08
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.
Standard(s): 8.2A , 8.2B , 8.2C , 8.2D , 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 vary form and style in order to write for different purposes, audiences, and contexts.
Understanding new words and concepts enhances 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 http://www.tea.state.tx.us/index2.aspx?id=6148.
8.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
8.2A
Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
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.
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page 2 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Readiness Standard
8.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words.
Readiness Standard
8.12
Comprehension of Informational Text/Procedural Texts. Students understand how to glean and
use information in procedural texts and documents. Students are expected to:
8.12A
Analyze text for missing or extraneous information in multi-step directions or legends for
diagrams.
8.12B
Evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.
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.
8.14E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
8.17
Writing/Expository and Procedural Texts. Students write expository and procedural or work-
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page 3 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
related texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
8.17B
Write a letter that reflects an opinion, registers a complaint, or requests information in a
business or friendly context.
8.19
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.ii
appositive phrases.
8.20
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:
8.20B
Use correct punctuation marks, including:
8.20B.i
commas after introductory structures and dependent adverbial clauses, and correct punctuation of
complex sentences.
8.20B.ii
semicolons, colons, hyphens, parentheses, brackets, and ellipses.
8.26
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
8.26A
Listen to and interpret a speaker's purpose by explaining the content, evaluating the
delivery of the presentation, and asking questions or making comments about the evidence
that supports a speaker's claims.
8.26B
Follow and give complex oral instructions to perform specific tasks, answer questions, or
solve problems.
8.28
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
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page 4 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
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.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
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)
Ongoing TEKS
8.21
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.
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Writer’s Notebook (1 per student)
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page 5 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Teacher Writer’s Notebook (1)
Dictionary or access to an electronic dictionary (class set)
Thesaurus or access to an electronic thesaurus (class set)
Highlighter (1 per student)
Colored 6 in. x 6 inch paper or origami paper (2 per student)
Publishing paper (3-4 sheets per student)
Set of colored pencils (1 set per student, optional)
Chart paper
Teacher-selected text with unfamiliar or ambiguous or multiple meaning words (1 copy per student)
2 pictures of easy to draw images (1 set for each pair of students)
3-5 grade-appropriate examples of text messages (1 copy of each)
Origami directions with graphics/diagrams for modeling (1)
Origami directions with graphics/diagrams for student practice (class set)
Grade-appropriate procedural text for modeling (1)
Grade-appropriate procedural text (class set)
Grade-appropriate procedural text with written steps and graphics for modeling (1)
Grade-appropriate procedural text with written steps and graphics (class set)
2-3 examples of grade-appropriate business letters (class set of each)
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: Drawing a House (1)
Teacher Resource: Grade 8 Unit 03 Word Study Overview (1)
Teacher Resource: Grade 8 Unit 03 Reading Appetizer (1)
Teacher Resource: Grade 8 Unit 03 Writing Appetizer (1)
Resources and References
None identified
Possible/Optional Literature
None identified
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page 6 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Selections
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page 7 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Following Directions in Procedural Text
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
8.2B
8.26A,B
8.28A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why do we need to pay attention to
words?
• Authors vary form and style in order to
• Authors vary form and style in order to
write for different purposes, audiences, and write for different purposes, audiences, and
contexts.
contexts.
- Why do we need different forms and
- Why do we write different forms and styles
styles of text?
of text?
Vocabulary of Instruction
• Context clue
• Multiple meaning
• Homograph
• Unfamiliar
• Ambiguous
• Informational text
• Procedural text
• Expository text
• Persuasive text
• Ellipses
Materials
• Vocabulary Notebook (1 per student)
• Highlighter (1 per student) • Teacher­selected text with unfamiliar or
ambiguous or multiple meaning words (1
copy per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• 2 pictures of easy to draw images (1 set
per 2 students)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher’s Writer Notebook (1)
• 3­5 grade­appropriate examples of text
messages (1 copy of each)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 03 Word
Study Overview (1)
• Teacher Resource: Drawing a House (1)
• Teacher Resource: Grade 8 Unit 03
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
1. Prepare to display visuals as
Last Updated 05/08/2013
8.14A,B
8.17B
8.20Bii
1. Prepare to display visuals as
page 8 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 1
WORD STUDY
READING
appropriate.
appropriate.
WRITING
appropriate.
2. Prepare to display Anchor Chart: 2. Refer to Teacher Resource:
2. Prepare to display the Anchor
Unfamiliar Words: Using Context
Drawing a House for procedural
Chart: Controversial Issues for
to Determine Meaning from Unit
instructions. Prepare for students
Teenagers from Unit 02B, Lesson
02B, Lesson 01, Daily Lesson 5.
to follow the steps as they are
01, Daily Lesson 01 Writing. Add
On the chart, create four columns.
read orally.
additional topics if necessary.
Label the first column “Unfamiliar
3. Choose two easy to draw images 3. Collect or write 3-5 gradeWord”. Label the second column
(e.g., tree, flower, ice cream cone,
appropriate text messages that
“Context Clues”. Label the third
snowman or book). Duplicate the
reflect an opinion and are informal
column “Inferred Meaning”. Label
images 1 per 2 students.
in language and conventions.
the fourth column “Actual
Choose one text message that
Meaning.”
4. Create an Anchor Chart:
uses ellipses.
Informational Text. Prepare to add
3. Select a grade-appropriate text
examples of informational texts.
with 4-6 possible unfamiliar or
ambiguous words. Underline the
5. Refer to Teacher Resource:
possible unfamiliar or ambiguous
Grade 8 Unit 03 Reading
words. Be sure there is enough
Appetizer. Prepare accordingly.
context to determine their
meaning. Duplicate the text for
each student.
4. Refer to Teacher Resource:
Grade 8 Unit 03 Word Study
Overview. Prepare accordingly.
Background Information
Context clues are pieces of information that
help the reader determine the meaning of a
word from the text that surrounds it.
Sometimes the use of context clues is
more effective in informational text then
literary works.
Informational text - text that presents
information, including expository,
persuasive, and procedural text
Procedural text - a type of informational
text that is written with the intent to
explain the steps in the procedure, as in a
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page 9 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 1
WORD STUDY
READING
WRITING
recipe. Procedural text could house data
that requires reader interpretation.
Procedural texts include topics such as
how-to, recipes, manuals, art projects, and
anything that follows specific, complex
directions.
Teacher Notes
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page 10 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Instructional Routines
Daily Lesson # 1
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context to
determine or clarify the meaning of
unfamiliar or ambiguous words.
Mini Lesson
1. Ask: How do you determine the 1. Reading Appetizer: 3-5 min.
meaning of a word you do not
2. Ask: What is an informational
know? Discuss responses.
text? Record and discuss student
2. Explain that although using a
responses and examples on the
dictionary is one option for figuring
Anchor Chart: Informational Text.
out what an unknown word means,
Add examples of informational
effective readers do not always
texts, including procedural,
use one. Sometimes, they use the
persuasive, and expository text.
clues in the text to figure out what
3. Inform students that in this Unit,
the word means.
they will be studying procedural
3. Display the Anchor Chart:
and expository text.
Unfamiliar Words: Using Context to
4. Instruct students to listen carefully
Determine Meaning. Discuss the
as instructions are presented.
different types of clues.
Remind students to follow the
4. Display and introduce the text
instructions exactly as they are
selected for the lesson.
presented. Students should be
arranged in a manner that
5. Read the text aloud until the first
discourages collaboration.
underlined word. Think Aloud
and model looking for clues to
5. Using the Teacher Resource:
help figure out what the word
Drawing a House, read aloud the
means.
written steps as students draw the
Suggested Duration: 30-35 min.
Content Objective: Students follow and give
complex oral instructions in order to
perform tasks.
Last Updated 05/08/2013
WRITING
Suggested Duration: 45-50 min.
Content Objective: Students write a text
message to reflect an opinion.
1. Ask: What is an opinion? What
opinion do you have about …?
2. Explain that over the next few
Daily Lessons students will be
writing a text message, a friendly
letter and a business letter that
expresses an opinion on a
controversial topic.
3. Display the Anchor Chart:
Controversial Issues for
Teenagers developed in Unit 02B.
Review the topics and add
additional ideas as necessary.
4. Display and read the first selected
text message. Ask: What opinion
is reflected in the message?
How is the language and
conventions different than a
letter? Discuss responses.
5. Continue with the other text
messages asking the same
page 11 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
image. Students follow the
6. Highlight any relevant clues and
directions and draw the image in
explain how the context helped to
their Reader’s Notebooks.
determine the meaning of the
word. Record the word and the
6. Ask: What does your picture
clues in the first and second
look like? Discuss responses
columns of the Anchor Chart:
and ask students to share their
Unfamiliar Words: Using Context to
drawing.
Determine Meaning.
7. Ask: Why is it important to
7. Think Aloud about the inferred
listen and follow directions?
meaning of the word and record it
Discuss responses.
in the third column of the Anchor
Chart: Unfamiliar Words: Using
Context to Determine Meaning.
Record the word and the clues in
the first and second columns of
the Anchor Chart.
Learning Applications
questions as step #4.
6. Review the definition of ellipses.
Explain how and why they are
used in writing.
7. Select a topic from the Anchor
Chart: Controversial Issues for
Teenagers and model writing a
text message that reflects an
opinion. Model using an ellipsis in
the text message. Discuss the fact
that text messages are informal in
language and use of conventions.
1. Students create the same fourcolumn chart in their Vocabulary
Notebook. Tell students that they
will only be completing the first
three columns.
1. Divide students into pairs. Provide 1. Students select a topic from the
each pair two different pictures of
Anchor Chart: Controversial
easy to draw images. Each
Issues for Teenagers.
student in the pair receives a
2. Students compose a text message
different picture. Students do not
in their Writer’s Notebook
share their pictures.
2. Provide each student with a copy
reflecting their opinion on the
of the text and a highlighter.
2. One student gives oral
topic. Students use ellipsis if
instructions on how to draw the
applicable.
3. Students read the text individually
image as the partner draws the
or with a partner.
3. Assign students to groups of three
image in their Reader’s Notebook.
or four to review and discuss text
4. When students come to an
3. Students switch roles and repeat
messages.
underlined word, they look for and
step #2 using their image.
highlight context clues to help
them determine the meaning of
4. Students compare their drawing to
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page 12 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
the word.
5. Students record the words, clues,
and inferred meaning on the
chart.
their partner’s original image and
discuss results.
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. Ask: How difficult was it to
create verbal instructions with
just an image? Discuss
responses.
1. Ask several students share their
text messages in the Author’s
Chair.
2. Ask: How easily were you able
to follow your partner’s
directions? What made it
easy? What made it difficult?
Discuss responses.
3. Ask: Why do we need
procedural text? Discuss
responses and guide students to
the conclusion that without
procedural text we would not be
able to complete tasks (i.e. map
directions, setup instructions).
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page 13 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Following Directions in Procedural Text
Lesson Preparation
Daily Lesson #: 2
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.Fig19A,C
8.12B
8.14A,B
8.17B
• Authors vary form and style in order to write for different
purposes, audiences, and contexts.
• Authors vary form and style in order to write for different
purposes, audiences, and contexts.
- Why do we need different forms and styles of text?
- Why do we write different forms and styles of text?
Vocabulary of Instruction
• Informational text
• Procedural text
• Origami
• Text message
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Colored 6 in. x 6 inch paper or origami paper (2 per
student)
• Origami directions with graphics/diagrams for modeling
(1)
• Origami directions with graphics/diagrams for student
practice (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Publishing paper (1 per student)
• Chart paper (if applicable)
Key Understandings and Guiding Questions
Attachments and Resources
Advance Preparation
8.21A
• Teacher Resource: Grade 8 Unit 03 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Conduct an Internet search for “easy origami
2. Refer to Teacher Resource: Grade 8 Unit 03
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page 14 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 2
READING
instructions” and select two examples with
graphics. Make sure each product has at least
five steps but no more than ten steps.
WRITING
Writing Appetizer. Prepare accordingly.
3. Students will refer to (and add ideas to) the
Anchor Chart: Informational Text from Daily
Lesson 1 Reading. Prepare accordingly.
Background Information
Refer to Daily Lesson 1 Reading
Teacher Notes
The art of origami involves following directions exactly as
instructed, which exposes students to an example of the
importance of explicit, clearly written procedural
instructions (a type of informational text.)
Practice the origami directions a few times before
modeling for the students.
Students will only use one sheet of paper, but make sure
extras are available in case there are mistakes or tears.
Last Updated 05/08/2013
This Instructional Routine partially assesses Performance
Indicator 06.
page 15 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Instructional Routines
Daily Lesson # 2
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students evaluate graphics for clarity in
communication meaning or achieving a specific purpose.
Suggested Duration: 30-40 min.
Content Objective: Students write a text message to reflect
an opinion.
Mini Lesson
1. Refer and discuss the Anchor Chart:
1. Writing Appetizer: 5-10 min.
Informational Text from Daily Lesson 1
2. Display the Anchor Chart: Controversial Issues
Reading. Add ideas to the chart as appropriate.
for Teenagers. Review the topics and add
2. Remind students that in order to complete a
additional ideas as necessary.
procedure, instructions must be followed exactly
3. Select a topic from the Anchor Chart:
as they are written and/or shown. (Ask students
Controversial Issues for Teenagers and model
to provide examples of what happens when a
writing a text message that reflects an opinion.
person does not follow procedural instructions
Discuss the fact that text messages are informal
precisely.) Explain that procedural texts can
in language and use of conventions.
include some kind of graphics to help the
reader follow the directions.
4. Tell students that they will write another text
message on a controversial issue. Explain that
3. Display the first set of origami directions with
students will choose one text message to
graphics for modeling.
publish. Tell students that the opinion conveyed
4. Using the graphics, model following the
in the text message they choose will be the
directions to complete the origami example.
same message they write about in a friendly
Think Aloud about the effectiveness of the
and a business letter.
graphics/diagram in completing the task.
5. Explain they will be completing the same
procedure with a different origami shape.
6. Provide each student a set of origami
instructions with graphics/diagrams and a sheet
of origami paper.
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page 16 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Learning Applications
1. Students follow the instructions shown through
the graphics/diagrams.
1. Students select a topic from the Anchor Chart:
Controversial Issues for Teenagers.
2. Students continue to fold their paper into the
desired shape.
2. Students compose a text message in their
Writer’s Notebook reflecting their opinion on the
topic.
3. Students choose between this text message or
the text message from Daily Lesson 1 Writing to
publish.
4. Students publish their text message on
publishing paper.
Engage in Small Group Instruction as appropriate.
Closure
1. Groups compare their final products and
discuss results.
1. Ask several students share their text messages
in the Author’s Chair.
2. Ask: Were the graphics/diagrams effective
in helping you complete the task? Discuss
responses.
2. Collect students’ published text messages for
assessment.
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page 17 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Following Directions in Procedural Text
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
READING
Ongoing TEKS
8.2A,B,E
TEKS
WRITING
Ongoing TEKS
TEKS
8.Fig19A,C,D
8.14A,B
8.12A
8.17B
8.28A
8.20Bii
Ongoing TEKS
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
-Why do we need to pay attention to words?
• Authors vary form and style in order to
• Authors vary form and style in order to
write for different purposes, audiences, and write for different purposes, audiences, and
contexts.
contexts.
- Why do we need different forms and
- Why do we write different forms and styles
styles of text?
of text?
Vocabulary of Instruction
• Context
• Synonym
• Antonym
• Extraneous
• Analysis
• Hyphen
• Friendly letter
Materials
• Vocabulary Notebook (1 per student)
• Dictionary or access to an electronic
dictionary (class set)
• Thesaurus or access to an electronic
thesaurus (class set)
• Set of colored pencils (1 set per 2
students, optional)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate procedural text for
modeling (1)
• Grade­appropriate procedural text (class
set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 03 Word
Study Overview (1)
• Teacher Resource: Grade 8 Unit 03
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
Last Updated 05/08/2013
1. Prepare to display visuals as
appropriate.
page 18 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 3
WORD STUDY
READING
WRITING
2. Use a district-adopted graphic
2. Choose two grade-appropriate
2. Create an Anchor Chart: Hyphens.
organizer or conduct an Internet
procedural texts. These could
Record the following uses of
search for word maps. Choose a
include a recipe, game directions,
hyphens on the chart:
map that is engaging for students.
manuals, directions for a science
Compound adjective before a
Generally, most word maps
experiment, an art project, etc.
noun (e.g., deep-blue sea)
include a place for students to
3. Create an Anchor Chart:
Compounding numerals with
write a definition(s), antonym(s),
Analyzing Procedural Texts. Write
other words (e.g.,150-yard
synonym(s), and a sentence
the following steps for analysis on
dash)
containing the word being studied.
the chart:
Fractions (e.g., They are
Other things that could be
entitled to ten and one-half)
included on the word map: other
Identify the task, problem, or
Compounds made up of nouns
forms of the word, roots/affixes,
goal
and prepositional phrases
sentences, pronunciation, word
Determine the necessary steps
(e.g., mother-in-law)
origin, etc. Duplicate 1 per student
Determine if information is
Titles compounded with ex and
or prepare to have students
missing
elect
duplicate the word map in their
Determine what information is
Other compound words
Vocabulary Notebooks.
missing
Identify extraneous information
3. Completing a word map using the
3. Prepare to model a friendly letter that
word analysis will be conducted in
includes an opinion on a controversial
front of students. Prepare
4. Refer to the Teacher Resource:
subject.
accordingly.
Grade 8 Unit 03 Reading
Appetizer. Prepare accordingly.
4. Refer to the Teacher Resource:
Grade 8 Unit 03 Word Study
Overview.Prepare accordingly.
Background Information
Teacher Notes
This Daily Lesson utilizes a word map for
teaching the routine of mapping words. The
Instructional Routine is meant to support
Last Updated 05/08/2013
page 19 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 3
WORD STUDY
READING
WRITING
the understanding of context to determine
the meaning of words and leads to Daily
Lesson 5 Word Study, where students will
brainstorm and organize words into
academic categories. The words analysis
and extraneous are used to prepare for
Daily Lesson 3 Reading.
Last Updated 05/08/2013
page 20 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Instructional Routines
Daily Lesson # 3
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of academic words.
Suggested Duration: 40 min.
Content Objective: Students analyze
procedural texts for missing or extraneous
information.
Suggested Duration: 40-45 min.
Content Objective: Students write a friendly
letter in order to communicate an opinion
on a controversial subject.
Mini Lesson
1. Display the chosen word map
containing the word analysis.
1. Reading Appetizer: 3-5 min.
1. Display the Anchor Chart:
Hyphens. Introduce the different
uses of hyphens.
2. Display the Anchor Chart:
2. Think Aloud to record words and
Analyzing Procedural Texts.
phrases that answer the following
Review the steps in analysis.
questions. What do you think it
3. Display the selected procedural
means? What do you think is it
text for modeling.
like (synonym)? What do you
think it is not like (antonym)?
4. Read the procedural text aloud.
Use a dictionary and /or thesaurus
Think Aloud and analyze the text
to check your understanding.
using the steps displayed on the
Anchor Chart: Analyzing
3. Model how to illustrate and/or to
Procedural Texts.
write a definition using the
information on the word map.
5. Discuss any extraneous and
missing information and its impact
on the effectiveness of procedural
text.
Learning Applications
1. Distribute a copy of the word map 1. Distribute the other selected
to each student or ask students to
procedural text to students.
draw the word map in their
2. With a partner, students read the
Vocabulary Notebooks.
procedural text and discuss the
2. Display the word extraneous.
steps in analysis on the Anchor
Students record the word on their
Chart: Analyzing Procedural Text.
Last Updated 05/08/2013
2. Ask: Why do we write letters?
Discuss responses.
3. In the Teacher Writer’s Notebook,
model writing a friendly letter that
includes an opinion the same
controversial topic as the text
message from Daily Lesson 1 or
2. Be sure to discuss the
components of a friendly letter.
1. In their Writer’s Notebook,
students write a friendly letter on
the same controversial topic of
their published text message from
Daily Lesson 2 Writing.
page 21 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
word maps.
3. With a partner, students discuss
and complete the word map.
Students may use colored pencils
to complete their map.
Students record what they
perceive to be missing or
extraneous information in their
Reader’s Notebook.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: How does mapping a word help
build vocabulary? Discuss responses.
1. Ask: What is the value of analyzing
procedural text? Discuss responses.
Last Updated 05/08/2013
1. Students share their friendly letter
with a partner. The partner
provides feedback for revision.
page 22 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Following Directions in Procedural Text
Lesson Preparation
Daily Lesson #: 4
READING
TEKS
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
8.14C,E
8.17B
8.19Aii
8.20Bi
• Authors vary form and style in order to write for different
purposes, audiences, and contexts.
- Why do we need different forms and styles of text?
• Authors vary form and style in order to write for different
purposes, audiences, and contexts.
- Why do we write different forms and styles of text?
8.21A
• Appositive phrase
• Comma
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate procedural text with written steps and
graphics for modeling (1)
• Grade­appropriate procedural text with written steps and
graphics (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Publishing paper (1­2 sheets per student)
• Chart paper (if applicable)
• Teacher Resource: Grade 8 Unit 03 Writing
Appetizer (1)
Attachments and Resources
Advance Preparation
Ongoing TEKS
8.Fig19A,C,D
8.12B
Vocabulary of Instruction
Materials
TEKS
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Choose two grade-appropriate procedural texts 2. Create an Anchor Chart: Appositive Phrases.
with written steps and graphics. These could
Write a definition and provide three examples of
include a recipe, game directions, manuals,
sentences that include an appositive phrase.
directions for a science experiment, an art
Possible sentences could include:
Last Updated 05/08/2013
page 23 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 4
READING
WRITING
project, etc.
3. Prepare to display the Anchor Chart: Analyzing
Procedural Texts from Daily Lesson 3 Reading.
Add the following steps for evaluating the
graphics in procedural text.
Determine the purpose of the graphic.
Determine if the information in the graphic is
correct based on the text.
Determine if the graphic is appropriate for the
information provided.
Background Information
Wes, the man with the bald head, can speak
four languages.
The small brown insect, a cockroach, was
crawling across the lunch tray.
Mr. Collins gave the award to Jamal, the
hardest-working student in biology.
3. Refer to Teacher Resource: Grade 8 Unit 03
Writing Appetizer. Prepare accordingly.
Appositive phrase - a phrase that appears directly after a
noun or pronoun to describe or rename the noun or
pronoun (e.g., Mr. Jones, the Nobel prize winner for
literature, is teaching the class)
This Instructional Routine partially assesses Performance
Indicator 06.
Teacher Notes
Last Updated 05/08/2013
page 24 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Instructional Routines
Daily Lesson # 4
Duration and Objective
READING
Suggested Duration: 40-50 min.
Objective: Students analyze procedural texts for missing or
extraneous information and evaluate graphics for clarity in
communicating meaning.
Mini Lesson
1. Ask: Why do graphics/visuals help when
reading/creating a procedural text?
Discuss responses.
WRITING
Suggested Duration: 35-40 min
Content Objective: Students revise and publish friendly
letters that express an opinion.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Appositive Phrases.
Introduce the concept of an appositive phrase
2. Display the Anchor Chart: Analyzing Procedural
and provide in-sentence examples.
Texts. Introduce the steps for evaluating
3. Display and reread the friendly letter in the
graphics in procedural texts. Review the steps
Teacher Writer’s Notebook. Think Aloud and
in analyzing procedural texts for missing or
revise the letter as necessary to clarify the
extraneous information.
message to the intended audience.
3. Display the selected procedural text with written
steps and graphics for modeling.
4. Read the procedural text aloud. Think Aloud
and analyze the missing and extraneous
information in the text using the steps displayed
on the Anchor Chart: Analyzing Procedural
Texts. In addition, Think Aloud and evaluate
the graphics using the steps displayed.
Learning Applications
1. Distribute the other selected procedural text to
students.
Last Updated 05/08/2013
1. Students reread the friendly letter in their
Writer’s Notebook. Students revise based on
page 25 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
2. With a partner, students read the procedural
text and discuss the steps in analysis on the
Anchor Chart: Analyzing Procedural Text.
Students record what they perceive to be
missing or extraneous information in their
Reader’s Notebook.
feedback from their partners in Daily Lesson 3
Writing and clarify their message for their
intended audience.
2. Students publish their friendly letters.
3. Students also use the steps in evaluating the
graphics in the procedural text. Students record
their thoughts about the graphics in the
Reader’s Notebook.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: Why do graphics/visuals help when
reading a procedural text? Discuss
responses.
1. Ask several students share their friendly letters
in the Author’s Chair. Discuss the differences
in formality between the text message and the
friendly letter.
2. Collect students’ published friendly letter for
assessment.
Last Updated 05/08/2013
page 26 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Following Directions in Procedural Text
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
8.2A
8.Fig19E
8.12A,B
8.14A,B
8.17B
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
• Authors vary form and style in order to
• Authors vary form and style in order to
write for different purposes, audiences, and write for different purposes, audiences, and
contexts.
contexts.
- Why do we need to pay attention to
words?
- Why do we need different forms and
styles of text?
- Why do we write different forms and styles
of text?
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 2­3 examples of grade­appropriate
business letters (class set of each)
• Chart paper (if applicable)
Vocabulary of Instruction
• Academic language
• Academic word
Materials
• Vocabulary Notebook ( 1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 8 Unit 03 Word
Study Overview (1)
• Teacher Resource: Grade 8 Unit 03
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.
2. Students will need access to all
the roots and affixes learned in
2. Create a chart with variety of
sequencing graphic organizer for
2. Gather 2-3 examples of business
letters for students to use as
Last Updated 05/08/2013
page 27 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 5
WORD STUDY
READING
Units 01 and Units 02. Prepare
accordingly.
3. Using prefixes, suffixes, and root
words from previous units, create
three new words: one instruction
word (e.g., description), one
English Language Arts and
Reading word (e.g., script), and
one other content area word (e.g.,
thermal).
student to choose from.
3. Refer to the Teacher Resource:
Grade 8 Unit 03 Reading
Appetizer. Prepare accordingly.
WRITING
model texts.
3. Prepare to model a business letter
that includes an opinion on a
controversial subject.
4. Refer to the Teacher Resource:
Grade 8 Unit 03 Word Study
Overview. Prepare accordingly.
Background Information
This Instructional Routine partially
assesses Performance Indicator 08.
Teacher Notes
This Daily Lesson introduces students to
This Daily Lesson introduces the steps
academic vocabulary in order for students
to utilize the Word Wall to identify academic
vocabulary encountered during Reading
and Writing. Make sure to use the Word
Wall in Reading and Writing to record
academic language as appropriate.
necessary for completing the Performance
Indicator in Daily Lesson 6 Reading.
Last Updated 05/08/2013
page 28 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Instructional Routines
Daily Lesson # 5
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of grade-level academic words
derived from Greek, Latin, or other linguistic
roots and affixes.
Suggested Duration: 40-45 min.
Content Objective: Students analyze
procedural texts for missing or extraneous
information and evaluate graphics for clarity
in communicating meaning.
Suggested Duration: 35-40 min.
Content Objective: Students write a
business letter in order to communicate an
opinion on a controversial subject.
Mini Lesson
1. Ask: What is academic
language? Discuss responses
and clarify any misconceptions.
1. Reading Appetizer: 3-5 min.
2. Point out the three new columns
on the Word Wall and explain the
meaning of “Instruction Words,”
“English Language Arts and
Reading Words,” and “Other
Content Words.”
3. Display the three selected
academic words using previously
learned roots and affixes. Add the
examples to the appropriate new
column on the Word Wall.
1. Display and distribute the
examples of business letters.
2. Remind students that there are
Discuss how a business letter
many different types of procedural
differs from a friendly letter in
text including, recipes, map
language and conventions.
directions, or anything else that
requires steps.
2. In the Teacher Writer’s Notebook,
model writing a business letter that
3. Explain that procedural texts are
includes an opinion on the same
enhanced when written in a
controversial topic as the text
sequential graphic organizer.
message and friendly letter written
Adding graphics where
in Daily Lessons 1-4 Writing. Be
appropriate aids in clarity as well.
sure to discuss the components of
a business letter.
4. Display the chart with a variety of
sequential graphic organizers.
5. Choose a familiar topic to model
developing a procedural text with
graphics. Select a sequential
graphic organizer. Think Aloud
and record the steps required to
complete the task. Add in graphics
as needed.
Learning Applications
1. In Cooperative Groups,
1. Students write “Things I Know How 1. In their Writer’s Notebook, students
Last Updated 05/08/2013
page 29 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
students list at least 5 words using
previously learned prefixes,
suffixes, and roots.
To Do” in the middle of a page in
their Reader’s Notebook and then
draw a box around it. Students
then brainstorm ideas of things
they know how to do and select
their best idea.
2. Once the list is complete, students
organize the brainstormed words
into the categories “Instruction
Words,” “English Language Arts
2. Students choose one idea that
Words,” and “Other Content
has 5-10 steps.
Words.”
3. Students select and create a
3. Students record the words that
sequential graphic organizer.
apply to any of the three
4. Students create a procedural text
categories in their Vocabulary
in a sequential graphic organizer
Notebook.
and add graphics as appropriate.
write a business letter on the same
controversial topic as their published
text message and friendly letter from
Daily Lessons 2 and 4 Writing.
Engage in Small Group Instruction as appropriate.
Closure
1. Each group of students read the
words they brainstormed, making
sure not to include a word already
shared.
1. Ask: Why do we need procedural
texts? How can graphics help
procedural texts? Discuss responses.
1. Students share their business letter
with a partner. The partner provides
feedback for revision.
2. Collect Vocabulary Notebooks to
assess students’ entries.
Last Updated 05/08/2013
page 30 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Following Directions in Procedural Text
Lesson Preparation
Daily Lesson #: 6
READING
TEKS
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
8.12A,B
8.14C,E
8.17B
8.26A
8.28A
8.21A
• Authors vary form and style in order to write for different
purposes, audiences, and contexts.
• Authors vary form and style in order to write for different
purposes, audiences, and contexts.
- Why do we need different forms and styles of text?
- Why do we write different forms and styles of text?
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Publishing paper (1­2 sheets per student)
• Chart paper (if applicable)
Vocabulary of Instruction
Materials
Attachments and Resources
Advance Preparation
• Teacher Resource: Grade 8 Unit 03 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Chart: Analyzing 2. Refer to Teacher Resource: Grade 8 Unit 03
Procedural Texts from Daily Lesson 4 Reading.
Writing Appetizer.Prepare accordingly.
3. If applicable, finish creating the modeled
procedural text from Daily Lesson 5 Reading.
Add graphics as needed.
Last Updated 05/08/2013
page 31 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Daily Lesson #: 6
Background Information
READING
This Instructional Routine assesses Performance
Indicator 04.
WRITING
This Instructional Routine assesses Performance
Indicator 06.
Teacher Notes
Last Updated 05/08/2013
page 32 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
Instructional Routines
Daily Lesson # 5
READING
WRITING
Duration and Objective
Suggested Duration: 50-60 min.
Content Objective: Students analyze procedural texts for
missing or extraneous information and evaluate graphics
for clarity in communicating meaning.
Mini Lesson
1. Display the Anchor Chart: Analyzing Procedural 1. Writing Appetizer: 5-10 min.
Texts. Review the steps in analyzing procedural
2. Display and reread the business letter in the
texts for missing or extraneous information and
Teacher Writer’s Notebook. Think Aloud and
the steps in evaluating graphics in procedural
revise the letter as necessary to clarify the
texts.
message to the intended audience.
2. Display the modeled procedural text that was
created in Daily Lesson 5 Reading. Use the
steps on the Anchor Chart: Analyzing
Procedural Texts to analyze the text for missing
or extraneous information and to evaluate any
graphics for their effectiveness.
Suggested Duration: 40 min.
Content Objective: Students revise and publish business
letters that express an opinion.
3. Tell students that they will finish their
procedural texts if necessary, then exchange
them with a partner to analyze and evaluate
each other’s’ procedural texts using the steps
on the Anchor Chart: Analyzing Procedural
Texts.
Learning Applications
1. If necessary, students finish the procedural text
started in Daily Lesson 5 Reading.
2. When students finish with their procedural text,
students exchange texts with a partner.
Last Updated 05/08/2013
1. Students reread the business letter in their
Writer’s Notebook. Students revise based on
feedback from their partners in Daily Lesson 5
Writing and clarify their message for their
intended audience.
page 33 of 39 Grade 8
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-6
3. Students use the steps on the Anchor Chart:
2. Students publish their friendly letters.
Analyzing Procedural Text to analyze the
procedural text for missing and/or extraneous
3. With a partner, students discuss the similarities
information and to evaluate the effectiveness of
and differences between a text message,
graphics. Students record their analysis and
friendly letter, and business letter.
evaluation in their Reader’s Notebook.
Engage in Small Group Instruction as appropriate.
Closure
1. Exit Slip: List at least one reason it is important 1. In a small group, students discuss their findings
to evaluate a procedural text for clarity.
about each of the three formats: text message,
friendly letter, and business letter.
2. Collects students’ created procedural texts and
Reader’s Notebooks for assessment.
2. Collect Writer’s Notebooks and students’
published business letters for assessment.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/08/2013
page 34 of 39 Eighth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Drawing a House
Procedural Steps
Provide each student with a blank piece of white paper, and ask students to follow the
oral instructions as the teacher gives them. (Steps listed below.)
Note: The first round will lack specificity and explicit procedural details to show the
students that lack of detail causes miscommunication.
Round 1:
1.
2.
3.
4.
Draw a square.
Draw a triangle.
Draw a rectangle.
Draw a circle.
Round 2:
1. Draw a square in the center of your paper approximately 3 inches in width and
height. (Approximately the size of a regular post-it note.)
2. Connect a triangle to the top of the square with a point toward the top of the
paper. Make sure the base of the triangle is the top line of the square.
3. Draw a tall rectangle (about 2 inches X 1 inch) inside the square where the base
of the rectangle is on the base of the square. The other sides of the rectangle
should not touch the top or sides of the square.
4. Place your pen in the center of the right hand line of the rectangle. Move slightly
to the left and draw a circle (approximately the size of a pencil eraser).
DO NOT SHOW STUDENTS THE PICTURE UNTIL THEY HAVE COMPLETED ALL
DRAWING STEPS.
©2012, TESCCC
09/10/12
page 1 of 2
Eighth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
©2012, TESCCC
09/10/12
page 2 of 2
Eighth Grade
English Language Arts and Reading
Unit: 03
Grade 8 Unit 03
Word Study Overview
Word Study Instructional Routines are designated as 5–15 minute activities, listed on every other day. Word
Study sessions are to be implemented throughout the course of the unit. Implementation will vary by student
needs and schedule. In Unit 03, the Word Study focus shifts from teaching Word Study Routines to applying
the Word Study routines during the Word Study, Reading, and Writing sessions.
Possible Word Wall Organization:
Word Wall
Instruction Words
English Language Arts and
Reading Words
Other Content Area Words
At the completion of Unit 02, remove the roots, affixes, and words from the Word Wall and change the
categories as listed above or add the three categories to the Word Wall. Students will use their knowledge of
roots and affixes to study academic words.
Activities:
Day 1: Students use context to determine or clarify the meaning of unfamiliar or ambiguous words. (TEKS
8.2B)
Day 3: Students determine the meaning of academic words. (TEKS 8.2A,B,E)
Day 5: Students determine the meaning of grade-level academic words derived from Greek, Latin, or other
linguistic roots and affixes. (TEKS 8.2A)
Day 7: Students complete analogies that describe a function or description in order to better understand the
relationships between words. (TEKS 8.2C,E)
Day 9: Students use context clues to determine the meaning of an unfamiliar/ambiguous word. (TEKS 8.2B)
Day 11: Students use a glossary to determine the meaning of words. (8.2A,E)
Day 13: Students identify common words from other languages that are used in written English. (TEKS 8.2D,E)
Day 15: Students identify common words from other languages that are used in written English. (TEKS 8.2D,E)
Day 17: Students complete analogies that describe a function or description in order to better understand the
relationships between words. (TEKS 8.2C,E)
Day 19: Students use a thesaurus to determine alternative words. (8.2E)
Note:
Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the
Word Wall, watching for Word Wall words in texts, and using Word Wall words in writing. Model for students
how to use the Word Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2012, TESCCC
09/07/12
page 1 of 2
Eighth Grade
English Language Arts and Reading
Unit: 03
8th Grade Unit 03
Reading Appetizer
Purpose:
Expose students to informational texts to encourage Independent Reading of text of all
genres.
Time:
3-5 minutes
Description:
At the beginning of each class period, share an interesting text or excerpt with students.
This may connect to the genre and/or theme that students are studying in class, or could
be something that peaks the interest of the students in the class. The piece can come
from a range of sources including but not limited to newspapers, magazines, Science or
History textbooks, or historical documents.
Preparation:
Search for high interest reading materials on a daily basis. Specific examples may
include an article you find on the Internet, an article you read at the dentist’s office, a
great recipe someone shared with you, a newspaper article, a manual for an electronic
device, a brochure, etc. Find expository texts that will connect with your students and
inspire them to want to read more. It is also appropriate to incorporate literary works.
©2012, TESCCC
09/06/12
page 1 of 1
Eighth Grade
English Language Arts and Reading
Unit: 03
8th Grade Unit 03
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while
generating ideas for future writing.
Time:
5–10 minutes
Description:
Provide time at the beginning of class to provide multiple opportunities for writing and
creative expression. Students use prewriting strategies to generate their own topics for
writing and Free Write their ideas in their Writer’s Notebooks. After the allotted time,
students share their work with a partner or with the class. This time for sharing is an
important part of growing student writers.
Preparation:
Generating ideas for student writing is explicitly taught in Unit 01, Unit 02, and Unit 03.
Writing Appetizers are used throughout the unit so that students have the opportunity to
expand on these ideas and build on their understanding of writing. The “Writing
Appetizer” entries in the Writer’s Notebooks will then be used to practice strategies for
writing improvement and application of conventions skills. Establish expectations for the
Writing Appetizers and allow no more than 10 minutes to ensure time for the other
Instructional Routines.
©2012, TESCCC
09/07/12
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