LESSON PLANS FOR THE WEEK OF: 09/09/13 – 09/13/13 UNIT 1: URBAN SETTINGS IN AMERICA: “IT HAPPENED IN THE CITY”

FOR MS. KULAVIC ~ 8TH GRADE LANGUAGE ARTS

1. COMMON CORE LEARNING STANDARDS ADDRESSED: (RL – Reading: Literature; RI – Reading Informational Text; W – Writing; SL – Speaking & Listening; L – Language)

Key Ideas & Details RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision Craft & Structure RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through created through the use of dramatic irony) create such effects as suspense or humor. Key Ideas & Details *RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; proved an objective summary of the text. RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories). Craft & Structure RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. *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. Integration of Knowledge & Ideas RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. RI.8.8: 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. RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Range of Reading & Level of Text Complexity RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band independently and proficiency. Text Types & Purposes W.8.1: Write argument so support claims with clear reasons and relevant evidence. W.8.1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.8.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.8.1d: Establish and maintain a formal style. W.8.1e: Provide a concluding statement or section that follows from and supports the argument presented. *W.8.3: Write narratives to develop real or imagined experiences or event using effective technique, relevant descriptive details, and well-structured event sequences. W.8.3a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. W.8.3b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experience, event, and/or characters. W.8.3c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. W.8.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.8.3e: Provide a conclusion that follows from and reflects on the narrated experiences of events. W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5: 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. Range of Writing W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. Comprehension and Collaboration *SL.8.1: Engage effectively in a arrange of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. * SL.8.1a: 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. * SL.8.1b: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g. visually, quantitatively, orally) and evaluate the motives (e.g. social, commercial, political) behind its presentation. SL.8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas SL.8.4: Present claims and findings, emphasizing 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. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Conventions of Standard English

L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.1a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. L.8.1b: Form and use verbs in the active and passive voice. L.8.1c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. L.8.1d: Recognize and correct inappropriate shifts in verb voice and mood. L.8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.2a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break. L.8.2b: Use an ellipsis to indicate an omission L.8.2c: Spell correctly Knowledge of Language L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.8.3a: Use verbs in the active and passive voice and in the conditional and subjective mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact.) Vocabulary Acquisition and Use *L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. *L.8.4a: Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. *L.8.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede) L.8.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary) L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.8.5b: Use the relationship between particular words to better understand each of the words L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. *indicates a focus standard

2a. Learning Targets: (What will students know & be able to do as a result of this lesson?)

1. Students will be able to cite textual evidence

(both explicitly stated & implied) to support analysis of a text.

2. Determine author’s point of view. 3. Recognize how the author responds and

acknowledges differing opinions or point of

Essential Questions: (What will students know & be able to do as a result of this lesson?) ● What does the urban

setting contribute to the stories?

2b. I can statements: 1. I can cite both implied and

explicitly stated information from the text

2. I can determine author’s point of view.

3. I can recognize how the author responds to and

New Bloom’s

view. 4. Write an effective, well-structured, descriptive

narrative with real or imagined experiences. 5. Engage in a range of collaborative

discussions. 6. Come prepared for discussions. 7. Follow group norms for discussions and track

individual progress towards goal. 8. Determine or clarify the meaning of unknown

and multiple meaning words or phrases, choosing from a range of reading strategies.

acknowledges differing points of view.

4. I can write an effective, well-structured narrative.

5. I can engage in a range of collaborative discussions.

6. I can come to discussions prepared to participate.

7. I can follow group norms for discussions and track individual progress towards goal.

8. I can find the meaning of unknown words and/or phrases.

Formative • Quick Write • Writer’s Notebook (Nancy Atwell Lessons: 2 “Heart Mapping”) • Literature Response “What’s in a Name” (CC p. 132 #11) • Affix & Spelling • Mini-Lesson on Grammar (nouns, verbs, adjectives, adverbs)

Summative • Spelling Test • Affix Quiz • SRI • Argumentative Writing

3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

DIFFERENTIATION 4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks

Components of Gradual Release: Focus Lesson (I do)

Day 1 Spelling: I will go over the spelling menu directions and expectations for weekly homework activities. Affixes: I will introduce the affixes and definitions and show some words that contain these, demonstrating how to break down the word by affixes to get a better understanding of the word SRI: I will inform the students of the SRI process. Seed Folks: 1) I will review what was covered the previous week & connect to the theme “What’s in a Name?” 2) Teacher will play the Seed Folks CD as students follow along.

Day 2 SRI: I will tell the students the reason for the SRI and encourage them to do their very best. Writer’s Workshop: Introduce Lesson 2: Heart Mapping (NA p. 9) to the students. Seed Folks: 1) I will review what was covered the previous week & connect to the theme “What’s in a Name?” 2) Teacher will play the Seed Folks CD as students follow along.

Day 3 Grammar Lesson: I will show several examples of nouns, verbs, adverbs, and adjectives, explaining each. Fall Argumentative Assessment: Introduce the idea of an argumentative essay and show students the video. (Directions: Day 1 from Literacy Website) Seed Folks: 1) I will review what was covered the previous day & “What’s in a Name?” 2) Teacher will play the Seed Folks CD as students follow along.

Day 4 Seed Folks: 1) I will review what was covered the previous week & connect to the theme “What’s in a Name?” 2) I will introduce the concept of a BIO poem. Fall Argumentative Assessment: Read directions from Day 2 from Literacy Website

Day 5 Spelling Test: Set expectations for test and scoring. Affix Test: Set expectations for test and scoring. Fall Argumentative Assessment: Read directions from Day 3 from Literacy Website

Guided Instruction (We do)

Spelling: I will discuss with students the pattern of the week (Lesson 2: Adding Endings to Words) and we will brainstorm words that fit the pattern. Affixes: Students and I will brainstorm words to include on the list of examples for each affix (FOCUS: mob – p. 3) SRI: Students will be asked to brainstorm ideas of why this test is important and why they should try their best. Seed Folks: As a class, we will compile a list of unfamiliar words and brainstorm the definitions

SRI: Students will all log-in simultaneously to begin SRI assessment. Writer’s Workshop: I will share with the students my Heart Map and they will have the opportunity to engage in questions or conversation re: my heart map. Seed Folks: As a class, we will compile a list of unfamiliar words and brainstorm the definitions from the previous days reading.

Grammar Lesson: Students will compile a list of verbs & nouns. Fall Argumentative Assessment: We will watch the video together. Seed Folks: As a class, we will compile a list of unfamiliar words and brainstorm the definitions from the previous days reading.

Seed Folks: As a class, we will make a web of the characteristics of each character and find the connections made between them.

Spelling: Review the spelling pattern with the students. Affixes: Review the functionality of the root words + prefixes & suffixes

Collaborative (We do together)

Spelling: Students will receive the first assigned spelling list and we will do the pattern word sort activity together. Affixes: Together, we will complete the matching/building section together. SRI: Student will be able to ask questions about the SRI.

Writer’s Workshop: Together, we will brainstorm and create a list of a generic heart map for a typical middle schooler. Seed Folks: From the compiled list, students will think, pair, share the words on the list. We will come back together to correctly define the words.

Grammar: As a whole class discussion, we will list as many examples of each on chart papers. We will then review the list together. Seed Folks: From the compiled list, students will think, pair, share the words on the list. We will come back together to correctly define the words.

Seed Folks: Think, Pair, Share with a neighbor.

Affixes: Share with a neighbor a prefix/suffix/root you found in the ‘real’

Seed Folks: From the compiled list, students will think, pair, share the words on the list. We will come back together to correctly define the words

Independent (You do)

SSR: Students read a book of choice for the first 15 minutes of class. Spelling: Students will begin to work on menu activities of their choice to submit by Friday. Affixes: Students will complete sentence structure portion of sheet. SRI: Each student will get an SRI ‘score card’ With the ‘score card’ they should look up their last two scores and record them. They shall then set a goal for their fall SRI. All score cards will be collected and placed in SLC folders. Seed Folks: 1) Students will record word and definition (in their own words) in notebook. 2) Students will follow along and be active readers

SSR: Students read a book of choice for the first 15 minutes of class. Affixes: Students will add words to their list as they read various texts throughout the week. SRI: Student will complete SRI assessment independently on the computer. Writer’s Workshop: In their Writer’s Workshop Spiral (p. 4), students should create their own heart map using the prompting questions from NA p. 13. Seed Folks: 1) Students will record word and definition (in their own words) in notebook. 2) Students will follow along and be active readers.

SSR: Students read a book of choice for the first 15 minutes of class. Affixes: Students will add words to their list as they read various texts throughout the week. Grammar: Students will do a Quick Write using at least 10 of the words from the class example board. Fall Argumentative Assessment: During video, students should take notes on page 4 of their ‘Research Note Taker.’ This should be followed up reading the first article and taking notes on page 4 of their ‘Research Note Taker.’ They should also answer questions 1-7 on p. 2 & 3 on their answer sheet. Seed Folks: 1) Students will finish reading the story.

Seed Folks: With a partner, students will create a BIO poem about any three characters of their choice. Fall Argumentative Assessment: Students should read the second article and take notes and quote in their ‘Research Note Taker.’ They should also answer the questions 8-10 on p. 10 & 11 on their answer sheet.

SSR: Students read a book of choice for the first 15 minutes of class. Spelling/Affixes: Students will complete a test. Fall Argumentative Assessment: Students will use all of the information collected on answer sheet & note taker to compose their argumentative essay: “Is social media usage beneficial or harmful to teens?”

5. Agenda (including Resources/Materials)

Day 1

● SSR book ● Spelling Menu ● Affix Sheet ● Affix Spiral ● Computers ● SLC Folders ● SRI Score Sheet ● Pencil/Pen

Day 2

● SSR Book ● Affix Spiral ● Computers ● Student SRI log-in

info ● SRI assessment ● Writer’s Workshop

Spiral

Day 3

● SSR Book ● Affix Spiral ● Chart paper for

grammar ● Argumentative Essay

video ● Student Packets for

Argumentative Essay ● Seed Folks novels

Day 4

● SSR Book ● Affix Spiral ● Student Packets for

Argumentative Essay ● Writer’s Workshop

Spiral ● Seed Folks novels *Library* 1/2 - 9:00-9:26 3/4 - 10:30–10:55 7/8 – 1:35–2:00

Day 5

● SSR Book ● Affix Spiral ● Spelling Menu ● Spelling Test ● Affix Quiz ● Student Packets for

Argumentative Essay

Family Connection (How will you communicate with and extend into the home?) Students will read silently in class and at home. Students will ask parents to help with brown bag artifacts.

Teacher Reflection: