Mrs. Humphrey

8th Grade Language Arts - Humphrey


Week of Nov. 2-6, 2015

 

 

Monday 11/2

Objective

(Student will…)

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. (RL 8.10) 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 8.1) Engage effectively in a range 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 8.1)

Teacher Activities

Lead discussion and reading through The Giver

Student Activities

Read aloud The Giver. Students will participate in discussion and respond to questions to show comprehension. They will listen to one another while reading and must be paying attention in order to correctly annotate their novels.

Accommodations

Student novels for following reader, annotating text for understanding, use of visualizer to display annotations.

Assessment/Evaluation

Responses to class discussion

Academic Vocabulary

Annotation – Marking a text for understanding and questioning

Additional Resources

Mrs. Humphrey’s annotation rules, The Giver, red pens

 

Tuesday 11/3

Objective

(Student will…)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W 8.2) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (W 8.2B) Establish and maintain a formal style. (8.2E) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (8.2C)

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. (RL 8.10) 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 8.1) Engage effectively in a range 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 8.1)

Teacher Activities

Begin leading students through writing of their body paragraphs of Hero Essay. Direct students to finish chapter one questions.

Student Activities

Begin first body paragraph of hero essay. Complete chapter one questions for The Giver

Accommodations

Additional teacher help, modeling, group work

Assessment/Evaluation

Walk-through class, asking to read drafts and offering additional help to those who are struggling. Completed Chapter One Questions

Academic Vocabulary

Body Paragraph – The part of an essay where topics are explained in depth.

Topic sentence – First sentence of a body paragraph that shows the reader what the paragraph will be about.

Additional Resources

The Giver

 

Wednesday 11/4

Objective

(Student will…)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W 8.2) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (W 8.2B) Establish and maintain a formal style. (8.2E) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (8.2C)

Teacher Activities

Lead students through writing of their body paragraphs of Hero Essay.

Student Activities

Drafting of 3 body paragraphs. Students will use a topic sentence and prewriting to explain points.

Accommodations

Additional teacher help, Modeling

Assessment/Evaluation

Walk-through class, asking to read drafts and offering additional help to those who are struggling.

Academic Vocabulary

 

Body Paragraph – The part of an essay where topics are explained in depth.

Topic sentence – First sentence of a body paragraph that shows the reader what the paragraph will be about.

Additional Resources

 

If time…

Begin Chapter 2 of The Giver

Class Name

Thursday 11/5

Objective

(Student will…)

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (W 8.2) Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. (W 8.2B) Establish and maintain a formal style. (8.2E) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (8.2C)

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. (RL 8.10) 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 8.1) Engage effectively in a range 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 8.1)

Teacher Activities

Direct students to complete their three body paragraphs to hero essays (they will be homework if they are not finished). Begin chapter two of The Giver, leading discussion and annotations

Student Activities

Complete three body paragraphs of essay (15 minutes). Read aloud The Giver. Students will participate in discussion and respond to questions to show comprehension. They will listen to one another while reading and must be paying attention in order to correctly annotate their novels.

Accommodations

Modeling, Student novels for following reader, annotating text for understanding, use of visualizer to display annotations.

Assessment/Evaluation

Walk-through class, asking to read drafts and offering additional help to those who are struggling. Quality of discussion for novel and chapter two questions.

Academic Vocabulary

 

Additional Resources

The Giver

Class Name

Friday 11/6

Objective

(Student will…)

Provide a concluding statement or section that follows from and supports the information or explanation presented. (W 8.2E) Establish and maintain a formal style. (8.2E) Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. (8.2C)

Teacher Activities

Lead students through creating a conclusion to essay

Student Activities

Write a conclusion to Hero Essay

Accommodations

Modeling, Additional teacher help

Assessment/Evaluation

Completed essay by Monday

Academic Vocabulary

Conclusion – The final paragraph in writing that leaves the reader with a take-away

Additional Resources

 

If Time…

Continue Chapter Two of The Giver

 

 

Week of Oct. 19-23, 2015

 

Monday 10/19

Objective

(Student will…)

Develop a topic with relevant, well-chosen facts, definitions, quotations; use appropriate transitions to create cohesion (W 8.2b,c)

Teacher Activities

Direct students to create coherence using transitional words and embedded quotations in an expository essay; pass out The Giver

Student Activities

SB pg 74&75; read the list of transitions. Note the different purposes of each list. Identify unfamiliar transitions. Revise the paragraph on pg. 75.

Assessment/Evaluation

Check for understanding

Academic Vocabulary

TLQC: transition, lead-in, quote, citation

Transition: use as a bridge to link ideas and strengthen cohesion

Lead-in: Use to set the context for the information in the quote

Quote: Use ideas from credible sources to strengthen ideas, illustrate a point…

Citation: Include author’s last name and page number to give credit to the author and make writing credible.

Coherence: the clear and orderly presentation of ideas

Additional Resources

 

 

Tuesday 10/20

Objective

(Student will…)

Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression (L8.6)

Teacher Activities

Direct students through the vocabulary of chapters 1-3 The Giver

Student Activities

Define the words; use each in an original sentence. If it helps to draw a picture of the concept, then do so.

Assessment/Evaluation

Completed vocabulary work; quiz at the end of the week.

Academic Vocabulary

 

Additional Resources

 

 

Wednesday 10/21

Objective

(Student will…)

Examine and appropriately apply transitions and embedded quotations (W8.2c)

Teacher Activities

Direct students through SB pages 76 & 77

Student Activities

Read and revise sample text adding an embedded quotation. Write a paragraph about your personal hero using function, example, negation. Add an embedded quotation from The Odyssey or one of the excerpts of A Wrinkle in Time. Add transitions from pg. 74 or the list given.

Assessment/Evaluation

Share work with the class; provide feedback about the paragraph. Point out function, example, negation; assess ability to apply skills to writing

Academic Vocabulary

 

Additional Resources

 

Class Name

Thursday 10/22

Objective

(Student will…)

Cite textual evidence (RL 8.1); Develop topic with well-chosen facts; concrete examples, quotations (W8.2b)

Teacher Activities

Help students examine and analyze of the negation strategy by reading “A Definition of a Gentleman” by John Henry Newman (SB pg. 78); Mark transitions, list actions, accomplishments, or traits that do NOT fit the portrait of the hero they are developing.

Student Activities

Read “A Definition of a Gentleman” by John Henry Newman (SB pg. 78); Mark transitions, list actions, accomplishments, or traits that do NOT fit the portrait of the hero they are developing. Write about what heroism is not. Use the negation strategy to distinguish what heroism is from what it is not.

Assessment/Evaluation

Review student writing to see if they were able to draft and revise a response that uses the strategy

Academic Vocabulary

 

Additional Resources

 

Class Name

Friday 10/23

Objective

(Student will…)

 

Teacher Activities

 

Student Activities

Read and annotate Ch. 1 The Giver; answer the study questions using complete sentences.

What did the word "frightened" mean, according to Jonas?

It was a "deep, sickening feeling of something terrible about to happen

 

 

What were Jonas and the other children taught to be careful about?

They were taught to be careful about language

 

 

How did Jonas decide he felt? What was causing this feeling?

He felt apprehensive. His special Ceremony of Twelve would be coming in

December.

 

What evening ritual did the family perform after dinner?

They shared their feelings.

 

What were the two occasions when release was not a punishment?

Release of the elderly and release of a newchild were not punishment.

 

What did father want to do about the new child, and why?

He wanted to bring the newchild home with him for extra nurturing. The child

was not progressing and would be released if he did not improve. Father thought

the extra attention would be helpful.

Assessment/Evaluation

Evaluate finished study questions.

Academic Vocabulary

 

 

Additional Resources

 

 


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