Lesson Plans Newell LA III and Advanced Week 8: October 6-10, 2014 MONDAY 10/6 Standard(s) Learning Goal: Essential Question TUESDAY 10/7 WEDNESDAY 10/8 THURSDAY 10/9 FRIDAY 10/10 LAFS 8.W.1.3 (DOK 3) LAFS 8.W.1.3 (DOK 3) LAFS 8.W.1.3 (DOK 3) LAFS 8.W.1.3 (DOK 3) LAFS 8.W.1.3 (DOK 3) LAFS 8.RL.1.1 (DOK 2) LAFS 8.RL.1.1 (DOK 2) LAFS 8.RL.1.1 (DOK 2) LAFS 8.RL.1.1 (DOK 2) LAFS 8.RL.1.1 (DOK 2) LAFS 8.RL.2.6 (DOK 3) LAFS 8.RL.2.6 (DOK 3) LAFS 8.RL.2.6 (DOK 3) LAFS 8.RL.2.6 (DOK 3) LAFS 8.RL.2.6 (DOK 3) LAFS 8.SL.1.1 (DOK 3) LAFS 8.SL.1.1 (DOK 3) LAFS 8.SL.1.1 (DOK 3) LAFS 8.SL.1.1 (DOK 3) LAFS 8.SL.1.1 (DOK 3) LAFS 8.L.2.3 (DOK 3) LAFS 8.L.2.3 (DOK 3) LAFS 8.L.2.3 (DOK 3) LAFS 8.L.2.3 (DOK 3) LAFS 8.L.2.3 (DOK 3) LAFS 8.L.3.6 (DOK 1) LAFS 8.L.3.6 (DOK 1) LAFS 8.L.3.6 (DOK 1) LAFS 8.L.3.6 (DOK 1) LAFS 8.L.3.6 (DOK 1) Students will be able to identify explicitly key ideas and identify evidence that supports key details. Students will also recognize the difference between inferences and what is explicitly stated. Additionally, students will compare and contrast the author’s evidence and/or viewpoints to conflicting evidence and/or viewpoints and analyze the techniques the author uses to respond to conflicting evidence. 1. What is the difference between an inference and an explicit statement? 2. What is the value of an author providing evidence to substantiate his point of view? 3. How does using an effective writing technique lend to an author’s authenticity? Higher Order Questions LAFS.8.Rl.1.1 (DOK 2) 1. What inference can you draw from the statement? What evidence supports your inference? 2. What evidence strongly supports the key idea ___________? 3. What is the author’s strongest evidence provided that supports the idea _________? What makes that evidence stronger than other evidence provided? Objective(s): Students will analyze the role of point of view in “Charles.” Students will learn the different elements of narratives and how to analyze them. Bell work Caught Ya Grammar and Vocabulary Caught Ya Grammar and Vocabulary Agenda/Activities 1. Bell work 1. Bell work 2. Read “Charles” 2. Begin Cornell Notes on Story 3. Answer Critical Thinking Questions Elements on pg. 342 4. Rewrite part of story from either Laurie or the teacher’s perspective 5. Answer: How does the story’s point of view enable a surprise ending? Setting, characters, protagonist, antagonist, conflict, internal conflict, external conflict, plot, exposition, rising action, falling action, climax, resolution, point of view, characterization Vocabulary Homework Ticket Out Accommodations Both—AR reading Both—AR reading LAFS.8.RL.2.6 (DOK 3) 4. What evidence does the author provide to support different characters’ viewpoints on __? 5. What viewpoints conflict with (character’s) take on __? How does the author present these viewpoints? 6. Does the author present a particular viewpoint more effectively? How does he/she do it? 7. Why do you think the story is told from __? Viewpoint? What advantages/disadvantages does this present? Students will learn the different Students will also have Data Chats Students will also have Data Chats elements of narratives and how with the teacher to understand their with the teacher to understand to analyze them. yearly goals. Students will also their yearly goals. Students will continue work on their accelerated also continue work on their reading. accelerated reading. Written Response Caught Ya Grammar and Vocabulary Caught Ya Grammar and Vocabulary 1. Bell work 1. Bell work 1. Bell work 2. Finish notes on story 2. Introduce new 2.Data chats/AR/makeup work elements. informative/expository rubric and use it to analyze student writing 3. Data chats/AR/makeup work Adv.—Reading log Both—AR reading Learning Log (AVID Strategy) Both—AR reading Both—AR reading How does the story’s point of view Learning Log (AVID Strategy) Learning Log (AVID Strategy) Learning Log (AVID Strategy) enable a surprise ending? Extended time to complete assignments, testing with limited distractions, test adjustments, copies of notes, preferential seat, as prescribed in IEP, ESOL, or 504. Assignments are checked constantly during class for comprehension, review, and understanding. Visual aids and voice enhancement used in class. One- on- one lesson and extra help are available to students after school, by appointment