Name: Julie Waterhouse
Grade: Eighth
Subject: Language Arts 8
Week of: November 14 - November 18, 2011
If you have questions, please contact me via phone or email listed below.
Phone: 785-274-6160 or 785-266-2655
Email : [email protected]
Please note: Lesson plans are subject to change without notice.
Monday
11/14/2011
Tuesday
11/15/2011
Language Arts 8
Goal: Respond in writing to a variety of text; determine the meaning of words through structural
analysis; read and respond to fiction text; write routinely over varied time frames, writing for a
range of tasks, purposes, point of view, and audiences.
Bell Work: Quick Write, “What do young people today do in order to win the respect of their
community? Give a specific example.
Class Work: Expert 21 work book pp. 168 – 169. Before reading exercises for “The Story of Keesh.”
Setting: is the time and place in which the story takes place.
Compare and Contrast: compare – to tell how things are the same; contrast – to tell how things
are different.
New Vocabulary on page 169. Focus skill: multiple meaning words, words that have the same
spelling but different meanings possible.
Writing Assessment: Last day for students to finish final drafts.
Last ten minutes of class: read aloud from Ship Breaker.
Homework: Read pages 15-30 of Ship Breaker.
Goal: Respond in writing to a variety of text; read and respond to fiction text; generate text to self
connections; make inferences based on information/context clues, in a given text.
Bell Work: All Write Round Robin; Using a T-Chart, generate lists of ways that young people in
Topeka are similar to and different from young people in other areas of the world. As a journal
entry, tell why certain similarities exist regardless of where young people grow up.
Class Work: Expert 21 work book pp. 170-177, read “The Story of Keesh.”
Complete the Read and synthesize activities on pp. 171, 173, 175, and 177.
Discuss and Write: Make a deeper connection. “How does the story’s message relate to your own
life?” Take turns retelling the different parts of Keesh’s story.
If there is time, those students who have not done their invention presentations will do so.
Literature Circle: Discuss and practice how a small group functions. Practice sharing as a small
group. How important is it to come to the group having read the book?
Wednesday
11/16/2011
Home work: Ship Breaker read according to schedule, pp. 30 – 50.
Goal: Respond in writing to a variety of text; write for a variety of purposes; read and respond to a
fiction text; generate text to self connections; analyze fiction text; summarize text; determine the
meaning of words through structural analysis.
Bell Work: Quick Write Think about different places on the earth that it would be difficult to live.
“What do you know about the animals that live in the Arctic? How do you think their lives would
be affected if the polar ice caps melted away? (video clip?)
Class Work: Expert 21 work book, pp. 178 -179. “Crisis on top of the world”, pre-reading.
Cause and effect and Author’s purpose.
Crisis on top of the world vocabulary. Multiple meaning words.
Reflect and Write: Imagine that you have to write a report about energy conservation (saving
energy and protecting the environment) or climate change (the shifting of earth’s climate zones so
the ice caps melt and deserts flood). What topic would you be interested in exploring as a possible
research topic?
Any remaining invention groups will present today, as time permits.
Literature circle: read aloud in small groups. Discuss unusual or difficult vocabulary. What
theme or concept is emerging, becoming clear?
Thursday
11/17/2011
Homework: Read Ship Breaker, pp. 50 – 65.
Goal: Respond in writing to a variety of text; analyze non-fiction text; evaluate the interaction of
literary elements i.e. character: minor/major; make connections to the text.
Bell work: Quick Write Compare and Contrast: How are fiction and non-fiction writing the same
and different? What does “Author’s purpose” mean?
Class Work: Expert 21 work book, read pp. 180 – 185 of “Crisis on top of the World”. (For page
181, use the Oral Cloze method.)
Complete the Read and Synthesize activities on pages 183 and 185.
Expert Journal: React and Write, “Do you think global warming is a serious problem? Brainstorm
a list of facts supporting your position (opinion).”
Literature Circle: think about the setting of the story, would survival be challenging, dangerous,
or impossible for you in this story? Why or Why not? Which of the major characters mentioned
so far in the story are in conflict with each other?
Friday
11/18/2011
Homework: Read Ship Breaker, pp. 65 – 80.
Goal: Respond in writing to a variety of text; read and respond to non-fiction text; generate text to
self connections; analyze text features, make inferences based on information/context clues, in a
given fiction text; write for a variety of purposes.
Bell work: Examine vocabulary from the reading: investigate, accustomed, conducive, native,
invertebrate, insulation, greenhouse gases, phenomenon, atmosphere, trolling, and diminish.
How does knowing the meaning of a root word help you to determine the meaning of a new
word or an unfamiliar word? (Chart to be kept in class folder)
Class work: Expert 21 work book, pp. 186 -191. Complete Read and synthesize activities.
Discuss and Write: with a partner brainstorm ways that people of all ages in your community
could help to lower the amount of green house gases that the city produces. Why is it important
to start doing something now?
Write the introduction for a letter to the city mayor about the problem of greenhouse gases and
your ideas about solutions to help cut down the amount of these gases that the city produces.
Literature Circle: discussion and predictions for the new novel. Highlight unusual or unique
vocabulary – discuss.
Course/Grade
Level
Standard:
Additional
Notes:
Homework: Read Ship Breaker, pages 80 - 104 over the weekend.
08.1.01 meaning of words through structural analysis; 08.1.06 construct meaning by citing textual
evidence and using prior knowledge; 08.1.09 summarize text by paraphrasing theme, main ideas,
and details; 08.1.14 evaluate the interaction of literary elements i.e. character: minor/major; plot:
conflict; 08.2.24 write routinely over varied time frames, writing for a range of tasks, purposes,
point of view, and audiences; 08.4.28 listen for information and understanding and analyze
purpose and message before formulating a response; 08.5.30 initiate and engage actively in a
variety of informal discussions on topics, texts, and issues by asking questions, responding
precisely, and sharing knowledge and observations
Small groups will include discussion of individual responses to individual readings; groups will be
facilitated by the teacher, students will help guide discussion