SOUTHWEST JUNIOR HIGH
PRODUCTIVE GROUP WORK
COX
Weekly Lesson Plans
Subject: English
Summary for the Week
Grade 8
Date: Oct 31-Nov 4
Day 1: Characterization Foldable, Read Ch. 1 The Outsiders
Day 2: Fill out characterization foldable, study guide for Ch. 1 Begin Ch. 2
Day 3: Article on Bullying Read & Annotate
Day 4: Socratic Circle
Day 5: Read Ch. 3 in Outsiders, complete study guide, Journals Due
Lesson Outlines
Day 1
Focus: Common core- RI 8.1 Cite the textual
evidence that most strongly supports an analysis of
what the text says explicitly as well as references
drawn from the text. 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.
Essential Question: “How does an urban setting
affect a piece of literature?”
Link to Background Knowledge: The students have
characterized characters from short stories they
have read this year, but have not been formally
introduced to characterization as a literary concept.
Key Language & Vocabulary: Characterization, both
indirect and direct/ also the mnemonic device STEAL;
to signify the 5 types of indirect characterization.
Modeling: I will model characterization with a handout
that shows examples. We may also characterize
Outcomes:
The learner will be able to
demonstrate knowledge of
characterization by
analyzing characters’
speech, thoughts, effect on
others, actions, and looks.
ourselves in skits.
Student Interaction: Students have a classroom
discussion about characterization and try
characterizing each other or people they know.
Reflection:
Day 2
Focus: Common core- RI 8.1 Cite the textual
evidence that most strongly supports an analysis of
what the text says explicitly as well as references
drawn from the text. 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.
Outcomes:
The learner will be able to
demonstrate knowledge of
characterization by
analyzing characters’
speech, thoughts, effect on
others, actions, and looks.
Essential Question: “How does an urban setting
affect a piece of literature?”
Link to Background Knowledge: The students have
characterized characters from short stories they
have read this year, but have not been formally
introduced to characterization as a literary concept.
Key Language & Vocabulary: Characterization, both
indirect and direct/ also the mnemonic device STEAL;
to signify the 5 types of indirect characterization.
Modeling: I will model characterization with a handout
that shows examples. We may also characterize
ourselves in skits.
Student Interaction: Students have a classroom
discussion about characterization and try
characterizing each other or people they know.
Reflection:
Day 3
Focus: Common core- RI 8.1 Cite the textual
evidence that most strongly supports an analysis of
what the text says explicitly as well as references
Outcomes:
Students will demonstrate
knowledge of the article by
drawn from the text. 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.
reading, annotating, and
coming up with questions to
prepare for a Socratic
circle.
Link to Background Knowledge: The students have
annotated text and participated in two Socratic
circles this year.
Key Language & Vocabulary: Bullying, Bully
Modeling: Refreshing the students on annotation
strategies will be needed.
Student Interaction: None will be needed. The
discussion will take place tomorrow during the
Socratic circle.
Reflection:
Day 4
Focus: Common core- RI 8.1 Cite the textual
evidence that most strongly supports an analysis of
what the text says explicitly as well as references
drawn from the text. 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. SL8.1 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. SL8.1
Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and
deadlines, and define individual roles as needed.
Link to Background Knowledge: The students have
annotate text and participated in two Socratic circles
this year.
Key Language & Vocabulary: Bullying, Bully
Modeling: None needed
Students will demonstrate
analysis of the article by
analyzing and discussing it
in a Socratic circle.
Student Interaction: Socratic circle.
Reflection:
Day 5
Focus: Common core- RI 8.1 Cite the textual
evidence that most strongly supports an analysis of
what the text says explicitly as well as references
drawn from the text. 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. SL.8.1 Engage effectively in a
range of collaborative discussions with diverse
partners on grade 8 topics, texts, and issues, building
on others’ ideas and expressing their own clearly.
Essential Question: “How does an urban setting
affect a piece of literature?”
Link to Background Knowledge: Today we will listen to
the story to see what else they can pick up about the
characters. We have been introduced to conflict when
talking about plot maps, but haven’t specifically gone
into the different types of conflict. We will look at
conflict inductively though the characters’ actions to
see if we can place them in the text.
Key Language & Vocabulary: conflict, man vs. man,
man vs. society, etc.
Modeling: We will listen to The Outsiders.
Student Interaction: Students practice listening skills,
and take part in characterization activities to fill in
the foldable.
Reflection:
Students will demonstrate
knowledge of
characterization by reading
the text and creating a
characterization analysis of
selected characters in a
foldable.