Gifted ELA th - peachtreems.dekalb.k12.ga.uspeachtreems.dekalb.k12.ga.us/Downloads/Unit 2 Weekly Plans5.pdf · 17 TKAM Writing Assignment due IS Tuesday Nov 28 Unit 2 Targeted Texts

Teacher: Mrs. Schreiber

Unit 2

Targeted Texts

The Diary of Anne Frank by F.

Goodrich and G. Hackett

Night by E. Wiesel

Week of: December

4-8

Unit 2

Implementation

Week: 16

Course: 8th Gifted ELA 8th ELA Gifted Unit Name: Freedom,

Obstacles and

Challenges

Daily Lesson Plan for Monday

Pre-Instructional Activity: Meet and greet Reading Logs are due.

Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student

will write out the sentence and identify parts of speech including noun and

pronoun (type and case), verb (type and tense), adverb, adjective, preposition,

conjunction (type), interjections, verbals (type)

The student will also turn in the Weekly Reading Log with the targeted 100

minutes documented and verified with parent signature

WORK PERIOD

(EXPLORE/EXPLAIN/EXTEND/

ELABORATE)

Students will read, act out, and discuss the play, The Diary of Anne Frank by

F. Goodrich and G. Hackett p. 522-540 in Literature Textbooks

p. 542 # 1-3, 5-6. 8

p. 543 Writing Prompts A and B

CLOSING: (EVALUATE) Students will review vocabulary for the quiz on Friday

HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday

Daily Lesson Plan for Tuesday

Pre-Instructional Activity: Meet and Greet

Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will

write out the sentence and identify the sentence [arts including complete

subject, simple subject, complete predicate, simple predicate or verb

(transitive or intransitive), direct object, indirect object, predicate nominative,

predicate adjective, appositive or appositive phrase, prepositional phrase

(adjective or adverb), verbal phrases (type), object of preposition, objects of

verbals

WORK PERIOD Students will summarize what was discussed. Students will determine what


ELABORATE):

they would like to learn about RE: Holocaust/World War II

Students will continue to read and discuss play

Students will complete all written work as assigned

CLOSING: (EVALUATE) Students will summarize what was read and discussed.

Students will review vocabulary for the quiz on Friday

HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz

on Friday.

Daily Lesson Plan for Wednesday


Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective

dependent, adverb dependent, or noun dependent), sentence type (simple,

compound, complex, compound, compound-complex), and sentence purpose

(declarative, interrogative, exclamatory imperative)

WORK PERIOD


ELABORATE):

See Monday as necessary

CLOSING: (EVALUATE) Students will ask questions to gain clarity


on Friday

Daily Lesson Plan for Thursday


Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student

will write out the sentence and add capitalization and punctuation including

all end punctuation (full stop), commas, semicolons, apostrophes, underlining

and quotation marks. In addition, the student will diagram the sentence

including all parts. The teacher will check for accuracy.

WORK PERIOD


ELABORATE):

See Monday

Students wioll review Vocabulary for the quiz on Friday

CLOSING: (EVALUATE) Students will present their stories to the rest of the class.


on Friday.

Daily Lesson Plan for Friday


Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.

WORK PERIOD


ELABORATE):

Students will take a Vocab test Week 10. Students will present 10 new SAT

words and the students will take notes on them. Students will test on the new

words next Friday.

CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.


on Friday.


Banned/Challenged Book

Project WAS due Friday Nov

17

TKAM Writing Assignment due

IS Tuesday Nov 28

Unit 2

Targeted Texts

The Diary of Anne Frank by F.

Goodrich and G. Hackett

Night by E. Wiesel

Week of: November

27-December 1

Unit 2

Implementation

Week: 15


Obstacles and

Challenges









WORK PERIOD


ELABORATE)

Students will read, act out, and discuss the play, The Diary of Anne Frank by

F. Goodrich and G. Hackett p. 486-541 in Literature Textbooks











verbals

WORK PERIOD


ELABORATE):

Students will summarize what was discussed. Students will determine what


Students will continue to read and discuss play




on Friday.







WORK PERIOD


ELABORATE):




on Friday








WORK PERIOD


ELABORATE):

Students will go to the Media Center and begin an investigation of their

chosen topic for a research project suggested by the target texts.



on Friday.




WORK PERIOD


ELABORATE):

Students will present 10 new SAT words and the students will take notes on

them. Students will test on the new words next Friday.



on Friday.


Unit 2

Banned/Challenged Book Project

due Friday Nov 17

TKAM Writing Assignment due

Tuesday Nov 28

Week of: November

13-17

Unit 2

Implementation

Week: 14


Obstacles and

Challenges









WORK PERIOD


ELABORATE)

Students will brainstorm background information on the Holocaust and

World War II KWL Chart-What do you know











verbals

WORK PERIOD


ELABORATE):

Students will summarize what was discussed. Students will determine what


Students will continue to read and discuss introductory/background materials

on the Holocaust.




on Friday.







WORK PERIOD


ELABORATE):




on Friday








WORK PERIOD


ELABORATE):

See Tuesday as necessary

Students will review Vocabulary Week 9



on Friday.




WORK PERIOD


ELABORATE):



words next Friday.



on Friday.


Unit 2

Week of: November 6-

10

Unit 2

Implementation

Week: 13


Obstacles and

Challenges









WORK PERIOD


ELABORATE)

Students will watch the movie TKAM and be prepared to compare and

contrast the movie and the book. Key scenes will be discussed as the movie

unfolds.












verbals

WORK PERIOD


ELABORATE):

Students will take Unit 2 Pre-Test

See Monday




on Friday.







WORK PERIOD


ELABORATE):

Students will complete a QuickWrite on what they would take with them if

they were leaving their homes for good and WHY.



on Friday








WORK PERIOD


ELABORATE):

Students will review Vocabulary Week 9. Students will write stories using

the targeted vocabulary words to demonstrate mastery.



on Friday.




WORK PERIOD


ELABORATE):



words next Friday.



on Friday.


Unit 2

Major Text: “ Flowers for

Algernon”

by D. Keyes

Week of: October 30-

November 3

Unit 2

Implementation

Week: 12


Obstacles and

Challenges









WORK PERIOD


ELABORATE)

Students will discuss the ending of TKAM and exchange thoughts and ideas.












verbals

WORK PERIOD


ELABORATE):

Students will watch the movie TKAM and be prepared to compare and

contrast the movie and the book. Key scenes will be discussed as the movie

unfolds.




on Friday.







WORK PERIOD


ELABORATE):

See Tuesday



on Friday








WORK PERIOD


ELABORATE):

See Tuesday

Students will review Vocabulary Week 8



on Friday.




WORK PERIOD


ELABORATE):



words next Friday.



on Friday.

Priority Standards:

(content specific)

ELAGSE8RI2: DETERMINE a central idea of a text and ANALYZE its

development over the course of the text, including its relationship to supporting

ideas; PROVIDE an objective summary of the text.

ELAGSE8RI6: 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

ELAGSE8W2: WRITE informative/explanatory texts to EXAMINE a topic and

CONVEY ideas, concepts, and information through the selection, organization,

and analysis of relevant content.

ELAGSE8SL4: PRESENT claims and findings, EMPHASIZE 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.

Supporting Standards:

(content specific)

ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis

of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RI3: Analyze how a text makes connections among and distinctions

between individuals, ideas, or events (e.g., through comparisons, analogies, or

categories).

ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text,

including the role of particular sentences in developing and refining a key

concept.

ELAGSE8RI7: Evaluate the advantages and disadvantages of using different

mediums (e.g., print or digital text, video, multimedia) to present a particular

topic or idea.

ELAGSE8RI8: 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.

ELAGSE8W2:

● c. Use appropriate and varied transitions to create cohesion and clarify the

relationships among ideas and concepts.

● d. Use precise language and domain-specific vocabulary to inform about or

explain the topic.

● e. Establish and maintain a formal style. ELAGSE8W4: Produce clear and

coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for

writing types are defined in standards 1–3 above.)

ELAGSE8W5: With some guidance and support from peers and adults, develop

and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on how well purpose and audience have been

addressed. (Editing for conventions should demonstrate command of Language

standards 1–3 up to and including grade 8.) ELAGSE8W6: 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.

ELAGSE8W7: Conduct short research projects to answer a question (including a

self-generated question), drawing on several sources and generating additional

related, focused questions that allow for multiple avenues of exploration.

ELAGSE8L2 b.: Use an ellipsis to indicate an omission.

Non-Content Standards:

(WIDA, Interdisciplinary

standards, literacy, etc.)

NCTE

Learning Targets:

(what learners will be able

to do at the end of the

learning activity)

Analyze and diagram a sentence

Incorporate weekly targeted vocabulary into lexicon

Summarize and discuss TKAM-theme, main idea, characters, setting

Read and write at or above grade level

Essential Question(s):

(addresses philosophical

foundations; contains

multiple answers; provide

inquiry)

1. How can readers determine the theme and central idea(s) of a story?

2. How do readers identify the author’s purpose in a text?

3. Why do writers produce informative/explanatory texts?

Big Idea(s):

(main ideas, foundational

understandings,

conclusions or

generalizations0

1. Theme and Central idea can be determined by tracing the development of

supporting ideas throughout a text.

2. A reader can determine an author’s purpose by identifying and analyzing the

structure of the text and analyzing how the author acknowledges and responds to

conflicting evidence or viewpoints.

3. An author writes informative/explanatory text to examine facts and convey

ideas

Academic Vocabulary: Academic Vocabulary:

Tier 2

Analyze

Assess

Author’s Purpose

Cite

Comparison

Convey

Credible

Delineate

Evaluate

Evidence

Examine

Inferences

In-text Citation

Multimedia

Visual Aid

Objective Summary

Organize

References

Relevant

Research

Sources

Speech

Subjective

Summary

Textual Evidence

Tier 3 Unit Specific

Advocate/advocacy

Allegory

Body Language

Cohesion

Explanatory text

Genocide

Global

Graphic aids

Holocaust

Human rights

Inform

Informative text

Pattern of events

Posture

Preconceived

Sequence

Stereotypes

Sufficient

Text structure

Violation

Interdisciplinary connection to Social Studies and the dynamics Human or

Personal Rights.

STEM

Interdisciplinary

Integration:

Writing Rubric to support writing across the curriculum.

Engaging Performance

Scenario:

You are a young human rights advocate. You have been chosen to give a

presentation for this year's Youth Assembly at the United Nations about a current

and pressing human rights issue in the world today. The Youth Assembly takes

place at the United Nations Headquarters in New York City and gathers the

brightest and most active young leaders from across the globe to tackle our

world’s greatest challenges. As a presenter, you must: select a current human

rights issue; research and gather credible information from multiple sources;

create a multimedia visual aid for your presentation; and write and deliver a 3-4

minute speech on your chosen topic

Resources:

(weekly materials chosen to

support teaching and

learning)

Textbooks x Lab Materials Manipulatives Other: (List the other

resources below.)

Audio/Visual

Aids

x Course syllabus x Internet

(Tech)

To Kill A

Mockingbird-TKAM

Handouts x Dictionaries x Electronic

Devices

White

Boards

x Video Clips Promethean

Board XX

Differentiated Instruction

(content, process, product)

Assessment Evidence

(formative, summative)

Extended time as needed

Electronic submissions as needed

Pre- and Post- Assessments

Daily GDP check

Performance Task

Weekly Vocab Quizzes

Writing Workshop

Individual writing conferences

Weekly Reading Logs

Character analysis TKAM

Performance Task

Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17

Additional Resources as Needed

in the areas below, place an “x” in the boxes to indicate selected strategies and resources

Research Based

Instructional

OPENING:

Engaging

instructional

Activate Prior

Knowledge

X Questioning

(Raises

X Clarify Previous

Lesson

X Pheno

menon

Strategies:

(weekly strategies

chosen to guide

teaching and

learning)

activity questions)

Provide

Feedback

X Scaffold

Instruction

X Create Interest Other:

WORK

PERIOD:

Exploring,

Explaining,

Extending,

and

Elaborating

Facilitate

Learning

X Academic

Discussions

X Cooperative

Learning

X Other:

Demonstrate/

Model

X Generating

and Testing

Hypotheses

Independent

Learning

X Other:

Explain/Apply/

Extend

concepts and

skills

X High-Level

Questioning

X Interdisciplinary

Writing

Other:

CLOSING:

Evaluating

Summarize

Lesson

X Provide

Alternate

Explanations

X Respond to EQs Other:

Allow students

to assess their

own learning

X Quick Write X 3-2-1/K-W-L Other:

Intervention Strategies

Intervention

Strategies

(Tiers 1, 2.3)

Additional Support

in the Classroom

Specifically Designed Instruction for the

Exceptional Education Students

Strategies for English Language

Learners

X Re-voicing X Conferencing Visuals/ Realia

X Explaining X Additional time Front-loading

X Prompting for

participation

X Small group collaboration Echoing/Choral Response

X Challenging or Modify quantity of work Color-coding

countering

X Asking “Why?”

“How”

Take student’s dictation Multiple exposures in different media

X Reread X Scaffold Information Pair-share

X Practice new

vocabulary

Differentiated content/process/product Modeling

X Assistive

technology

Consistent reward system Language scaffolds: eg, sentence

frames

Pre-teach & re-

teach in a

different way

X Refer to student’s IEP or 504 Plan Deconstruct complex sentences

Use of

manipulatives

Assistive technology Increase student-to-student talk

X Collaborative

work

Strategies vocabulary instruction

Create

differentiated

text sets

Additional Think Time

Gifted-Extensions for Learning

Tier 1

X Flexible-

Learning

Groups

X Varied Pacing with Anchor Options X Varied Supplemental Materials

X Choice of Books X Work Alone or Together Computer Mentors

X Homework

Options

X Flexible Seating X Think-Pair-Share

X Use of Reading

Buddies

X Varied Scaffolding X Open-Ended Activities

X Various Journal

Prompts

Varied Computer Programs X Explorations by Interest

X Student/Teacher

Goal Setting

Design-A-Day

Tier 2

X Gifted Educ

Cluster Classes

X Alternative Assessments Community Mentorships

Gifted Educ

Collaboration

Classes

Subject Advancement within class Stations

X Tiered Activities

and Products

Curriculum Compacting X Group Investigations

Use of

Literature Clubs

Tiered Centers X Assess Students in Multiple Ways

X Multiple Testing

Options

Spelling by Readiness X Student Choice

X Multiple Texts Varying Organizers Simulations

Tier 3 Tier 4

XX Advanced Content( all core content) Above grade level accelerated (all core content)

Resource Classes Advanced Placement Classes

X Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internships/Mentorships

21st Century

Learning

Skills:

(weekly

strategies

chosen to

guide

student

engagement)

Teamwork and

Collaboration

X Innovation and Creativity X Accessing and Analyzing

Information

X

Initiative and

Leadership

X Critical Thinking and

Problem-Solving

X Effective Oral and Written

Communication

X

Curiosity and

Imagination

X Flexibility and Adaptability X Other:

Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17

Documents

Gifted ELA th - peachtreems.dekalb.k12.ga.uspeachtreems.dekalb.k12.ga.us/Downloads/Unit 2 Weekly Plans5.pdf · 17 TKAM Writing Assignment due IS Tuesday Nov 28 Unit 2 Targeted Texts