Monday 11/28/16
UEQ/LEQUEQ: What is important to know?
LEQ: How do visuals help me understand a topic better?
Lesson Activities/Assignments
Students will evaluate the advantages and disadvantages of using different mediums (print or digital text, video, multimedia) to present a particular topic or idea.
I do: Teacher will introduce elements of literacy nonfiction pg. 204 & 205.
We do together: Teacher & student will read pg. 204
You do: Students will create a brace map that will include patterns of structure and their description. (Chart at the bottom of pg. 204.)
The same instruction continues to pg. 205. Students will also create a brace map for examples of nonfiction.
I do: Teacher will follow guided exploration in TE pg. 206. The teacher will introduce the concept of point of view. Students will be asked: How does acknowledging an opposing point of view affect a piece of writing?
Standards
LAFS.8.W.2.4
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.)
LAFS.8.W.2.5
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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52.)
LAFS.8.W.2.6
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.
LAFS.8.W.3.7
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.
School List
Instructional Strategies
Tuesday 11/29/2016
UEQ/LEQI Do: Teacher will introduce the ideas and concepts on pg. 207. Developing paragraphs. Teacher will read and note highlighted words.
Students will receive their writing from their argumentative essay.
We do together: Students will read their writing. Students will code their areas of support using pg. 207 Types of Support. Students will use yellow highlighters to highlight types of support and then write the type in the margin.
I do: Teacher will then introduce forms of explanation on pg. 207.
You do: Students will code these concepts in their writing. If these elements are missing, students will add to their paragraphs where needed in the margin. The same will be done with language structure found on pg. 207.
These concepts should be addressed step by step. (Chunking) Students may use sources given during progress monitoring to assist with their additions.
With guided directions, students will also be asked to highlight:
The thesis statement in pink.
The transition statements in green.
The supporting details in yellow.
The topic should be circled.
The hook should be underlined.
Star the sentence pattern example.
Wednesday 11/30/2016
UEQ/LEQUEQ: How do I use CLOSE reading focus to help my understanding?
Lesson Activities/Assignments
I do: Teacher will introduce the CLOSE reading strategies: Main Idea & Narrative Essay pg. 208
Teacher will introduce vocabulary pg. 208
Teacher will use TE and read background knowledge pg. 209.
We do together: With a shoulder partner, one student will read the excerpt taken from, "Harriet Tubman: Conductor on the Underground Railroad" pg. 209. The other student will read the annotation to the side to show how highlighted area has been annotated.
Before reading independently, teacher will play slave song from YouTube.
You do Independently: Students will independently read, "Harriet Tubman: Conductor on the Underground Railroad" pg. 211-220.
Standards
LAFS.8.RI.4.10
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Thursday 12/01/2016
UEQ/LEQLEQ: How does listening to the text help my understanding? Using Pearson on line, students will listen to the text.
Lesson Activities/Assignments
I do: Teacher will play the reading selection from audio version. While students listen to the text, teacher will pause to address concepts noted in guided exploration in the TE.
We do together: Students will create chart to show characters, events and details to show understanding.
Standards
LAFS.8.L.3.4
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.
LAFS.8.L.3.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.8.L.3.6
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.
Friday 12/02/2016
UEQ/LEQUEQ: How does understanding simple tenses of verbs help my writing?
Lesson Activities/Assignments
I do: Teacher will introduce concept on pg. 222. (Present tense, Past Tense, Future Tense)
We do: Students will work as a group to answer Practice A & B, reading application, and writing application. (One paper per group) Students will choose roles for each group. Recorder, Researcher, Presenter.
Students will do a walk-about around the room to compare and contrast other groups' answers.
Standards
LAFS.8.SL.1.1
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.