Lesson Plans
Considder
LA III and Advanced
Week 29: March 16-20, 2015
Unit 6: Literary Analysis
MONDAY 3/16
Standard(s)
Learning Goal:
Essential
Questions
Higher Order
Questions
Objective(s):
Bell work
Agenda/Activities
LAFS.8.SL.1.1 (DOK 3)
WEDNESDAY 3/18
THURSDAY 3/19
FRIDAY 3/20
LAFS.8.RL.2.4 (DOK 3)
LAFS.8.RL.2.4 (DOK 3)
LAFS.8.RL.2.4 (DOK 3)
LAFS.8.RL.1.1 (DOK 2)
LAFS.8.RL.1.1 (DOK 2)
LAFS.8.W.1.2 (DOK 4)
LAFS.8.SL.1.1 (DOK 3)
LAFS.8.SL.1.1 (DOK 3)
Students will be able to: 1) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone. 2) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
1. How can I provide the best proof from the text to support meaning of the text?
2. How does the author’s use of specific types of figurative language and connotation affect the meaning of the text?
LAFS.8.RL.2.4 (DOK 3)
1. What does the phrase ____ mean within the context of the piece? Explain.
2. The author describes ______ as ____ and ____. How do these word choices impact
the meaning of the passage?
3. How does (do) the paragraph(s) /stanza(s)/line(s) help to establish the tone of the passage?
4. Identify the prevailing tone of the passage. What words or phrases help create this tone?
Are there moments that break from this tone, or that are not consistent with this tone?
Students will participate in a
gallery walk in which they
comment and discuss the
effectiveness of the propaganda
techniques used in their peers’
advertisements.
Caught Ya # 73
Vocabulary Card # 73
1.
2.
3.
4.
Vocabulary
TUESDAY 3/17
LAFS.8.RL.2.4 (DOK 3)
LAFS.8.RL.1.1 (DOK 2)
Bell work
Propaganda gallery
walk
Reflection paragraph:
most effective poster
Discussion
Ebony (adjective)
Definition: deep, lustrous black
LAFS.8.RL.1.1 (DOK3)
1. Which quotation supports the idea that ____?
2. What textual evidence can you identify to support your analysis of the text? Cite examples.
3. Which points lead you to infer ____?
4. How does the speaker’s (or character’s) attitude toward ____ change during the course
of the text? Select a detail (details) from the passage that support your conclusion.
Students will analyze poems using
TP-CASTT.
Students will analyze meaning,
figurative language, tone, and
connotation of key words in “I Am
Offering this Poem.”
Students will analyze meaning,
figurative language, tone, and
connotation of key words in selected
poems.
Caught Ya # 74
Vocabulary Card #74
Caught Ya # 75
Vocabulary Card #75
Caught Ya # 76
Vocabulary Card #76
1.
2.
3.
Bell work
Introduce TP-CASTT
Analyze “A Man” and
identify tone and
distinguish connotation
of key words
4. Students will apply TPCASTT to “Moco
Limping” in pairs
WICOR ( inquiry, reading,
collaboration)
Decorum (noun)
Definition: dignified behavior,
speech, dress, etc.
1. Bell work
2. Poem Analysis using
TPCASTT
“I Am Offering this Poem”
3. Writing
Assignment/Reflection
Questions
WICOR ( inquiry, writing, reading,
collaboration)
Gyrate (verb)
Definition: to move in a circle;
whirl
1.
2.
Bell work
Group work: Poem
analysis posters using TPCASTT
-LAIII: pgs. 674-678
-Adv.: pgs. 683-686
WICOR ( inquiry, reading,
collaboration)
Bailiwick (noun)
Definition: a person’s area of skill,
knowledge, work
Students will begin working on the
rough draft of an essay in which
they identify the author’s use of
metaphor in a selected poem.
Figurative Language Review
1.
2.
3.
Bell work
Introduce essay (author’s
use of metaphor)
Students begin rough
draft
WICOR (writing and inquiry)
NA
Homework
Ticket Out
Accommodations
Read an AR book for 30 minutes.
Learning Log (AVID Strategy)
Read an AR book for 30 minutes.
Learning Log (AVID Strategy)
Read an AR book for 30 minutes.
Read an AR book for 30 minutes.
Read an AR book for 30 minutes.
Learning Log (AVID Strategy)
Learning Log (AVID Strategy)
Learning Log (AVID Strategy)
ESOL Accommodations
E1: Making use of contextual clues—gestures, expressions, body language
E2: Using multiple media
E3: Using linguistic modifications: repetition, slow speech, restating, controlled vocabulary, controlled sentence length
E4: Individualized instruction and assistance
E5: Peer Tutoring
E6: Using written and pictorial forms to teach: maps, graphs, charts, pictures, audiovisual aids, lists, semantic maps, webs, flow charts, outlines
E7: Adjusting or shortening assignments
E8: Hands of Experiences
E9: Small group instruction
E10: Cooperative Learning
E11: Defining content area language or terms for students
E12: Using alternative assessments
E13: Reducing oral and written directions and information to easy to understand steps or parts
E14: Using role play
E15: Adapting written text and materials to facilitate comprehension
ESE Accommodations
Assignments
1: Extended Time
2: Preferential Seating
3: Check for Comprehension beyond what is normally provided to student
4: Provide peer assistance
Tests
1: Extended Time
5: Read aloud directions
6: Alternative testing format