Lesson Plans

Plans for Monday, November 12, 2012
By: Tina M Simpson

English Language Arts and Reading, Grade 8

Learning Standards:

[Integrated] use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings.[2B]

[Integrated] analyze literary works that share similar themes across cultures.[3A]

[Integrated] analyze works written on the same topic and compare how the authors achieved similar or different purposes.[9A]

[Integrated] make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.[RCF]

[Integrated] use available technology to support aspects of creating, revising, editing, and publishing texts (4-8).[18.F]

Objective:

1. The student will be able to identify the main idea (premise) and support their answer with details.

2. The student will make connections between and across text and provide textual evidence

3. The student will evaluate literary works that share similar themes.

Warm-up:

 Journal- Read the poem entitle "Poem About Poor People"

Write your definition of poor; What does the narrator of the poem think about the poor in the beginning and the end?


Materials: Projector, Laptop, poem, journal, genealogy  website, The Gloryfield

Procedures:

1. Teacher will introduce poem, motivate students to analyze and discuss the poem's premise; Students complete journal entry ( 20 Minutes)

2. Students begin The Gloryfield premise project by developing family tree (20 minutes)

3. Return Prefix Quiz and distribute Prefect Progressive Study Guide (5 minutes)

Evaluation: Exit Ticket (Define poverty in poem , 3 things you learned)

Homework: Study for Progressive Quiz on Friday

Enhanced English 8

Learning Standards:

[Integrated] recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8).[12.B]

[Integrated] compare text events with his/her own and other readers' experiences (4-8).[14.A]

[Integrated] articulate and discuss themes and connections that cross cultures (4-8).[14.C]

[Integrated] use available technology to support aspects of creating, revising, editing, and publishing texts (4-8).[18.F]

Objective:

1. The student will be able to identify the main idea (premise) and support their answer with details.

2. The student will make connections between and across text and provide textual evidence

3. The student will evaluate literary works that share similar themes.

Warm-up:

 Journal- Read the poem entitle "Poem About Poor People"

Write your definition of poor; What does the narrator of the poem think about the poor in the beginning and the end?


Materials: Projector, Laptop, poem, journal, genealogy  website, The Gloryfield

Procedures:

1. Teacher will introduce poem, motivate students to analyze and discuss the poem's premise; Students complete journal entry ( 20 Minutes)

2. Students begin The Gloryfield premise project by developing family tree (20 minutes)

3. Return Prefix Quiz and distribute Prefect Progressive Study Guide (5 minutes)

Evaluation: Exit Ticket (Define poverty in poem and The Gloryfield, 4 things you learned)

Homework: Study for Progressive Quiz

Plans for Tuesday, November 13, 2012
By: Tina M Simpson

English Language Arts and Reading, Grade 8

Learning Standards:

[Integrated] use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings.[2B]

[Integrated] analyze literary works that share similar themes across cultures.[3A]

[Integrated] distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text.[10B]

[Integrated] synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence.[10D]

[Integrated] make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.[RCF]

Objective:

1. The student will be able to identify the thesis (controlling idea) and support their answer with details.

2. The student will make connections between and across text and provide textual evidence

3. The student will evaluate literary works that share similar themes.

Warm-up:

 Journal- Video-60 Minutes story on Students and Poverty

Materials: Projector, Laptop, journal, genealogy  website, The Gloryfield, 60 Minutes Video

Procedures:

1. Teacher will introduce introduce 60 minutes video regarding students and poverty, encourage discussion about it's premise; students will write their thoughts regarding the video in their journals. (12 Minutes)

2. Teacher will review definition of premise and introduce the concept of thesis statement(controlling idea) (15 minutes)

3. Students complete  The Gloryfield premise project by developing family tree (15 minutes).

4. Remind students about Prefect Progressive Quiz on Friday

Evaluation: Exit ticket- Write a thesis statement about The Gloryfield(10 mins)

Homework: Study for Progressive Quiz

Enhanced English 8

Learning Standards:

[Integrated] determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).[1.A]

[Integrated] identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8).[12.A]

[Integrated] compare text events with his/her own and other readers' experiences (4-8).[14.A]

[Integrated] articulate and discuss themes and connections that cross cultures (4-8).[14.C]

[Integrated] use available technology to support aspects of creating, revising, editing, and publishing texts (4-8).[18.F]

Objective:

1. The student will be able to identify the thesis (controlling idea) and support their answer with details.

2. The student will make connections between and across text and provide textual evidence

3. The student will evaluate literary works that share similar themes.

Warm-up:

 Journal- Video-60 Minutes story on Students and Poverty

Materials: Projector, Laptop, journal, genealogy  website, The Gloryfield, 60 Minutes Video

Procedures:

1. Teacher will introduce introduce 60 minutes video regarding students and poverty, encourage discussion about it's premise; students will write their thoughts regarding the video in their journals. (12 Minutes)

2. Teacher will review definition of premise and introduce the concept of thesis statement(controlling idea) (15 minutes)

3. Students complete  The Gloryfield premise project by developing family tree (15 minutes).

4. Remind students about Prefect Progressive Quiz on Friday

Evaluation: Exit ticket- Write a thesis statement about The Gloryfield(10 mins)

Homework: Study for Progressive Quiz

Plans for Wednesday, November 14, 2012
By: Tina M Simpson

English Language Arts and Reading, Grade 8

Learning Standards:

[Integrated] use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings.[2B]

[Integrated] adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.[1A]

[Integrated] analyze literary works that share similar themes across cultures.[3A]

[Integrated] make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.[RCF]

Objective:

1. The student will be able to identify the thesis (controlling idea) and support their answer with details.

2. The student will make connections between and across text and provide textual evidence

3. The student will evaluate literary works that share similar themes.

Warm-up:

 Journal- What are homeless people like?

Materials: Projector, Homeless Powerpoimt, The Gloryfield, 

Procedures:

1. Students will describe what the homeless are like? (5 minutes)

2. Teacher will introduce introduce Homeless powerpoint and encourage class discussion(25 minutes)

3. Review Progressive Verb Quiz (10 minutes)

4. Read The Gloryfield (10 minutes)

5. Remind students about Prefect Progressive Quiz on Friday

Evaluation: Observation, Class discussion

Homework: Study for Progressive Quiz

Enhanced English 8

Learning Standards:

[Integrated] determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).[1.A]

[Integrated] recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8).[12.B]

[Integrated] compare text events with his/her own and other readers' experiences (4-8).[14.A]

[Integrated] articulate and discuss themes and connections that cross cultures (4-8).[14.C]

Objective:

1. The student will be able to identify the thesis (controlling idea) and support their answer with details.

2. The student will make connections between and across text and provide textual evidence

3. The student will evaluate literary works that share similar themes.

Warm-up:

 Journal- What are homeless people like?

Materials: Projector, Homeless Powerpoimt, The Gloryfield, 

Procedures:

1. Students will describe what the homeless are like? (5 minutes)

2. Teacher will introduce introduce Homeless powerpoint and encourage class discussion(25 minutes)

3. Review Progressive Verb Quiz (10 minutes)

4. Read The Gloryfield (10 minutes)

5. Remind students about Prefect Progressive Quiz on Friday

Evaluation: Observation, Class discussion

Homework: Study for Progressive Quiz

Plans for Thursday, November 15, 2012
By: Tina M Simpson

English Language Arts and Reading, Grade 8

Learning Standards:

[Integrated] read classic and contemporary works (2-8).[8.A]

[Integrated] use his/her own knowledge and experience to comprehend (4-8).[10.A]

[Integrated] write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8).[17.A]

[Integrated] develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.[14B]

[Integrated] use correct punctuation marks, including commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences.[20Bi]

[Integrated] edit drafts for grammar, mechanics, and spelling.[14D]

Objective:

1. The student will make connections between and across text and provide textual evidence

2. The student will evaluate literary works that share similar themes

Materials: Projector, Video, Articles

Procedures:
1. Navo Benchmarks

2. You Tube Homeless Video and Article regardinfg homeless teen

3. Class dicussion

4. Remind students of Progressive Tense quiz

Evaluation: Navo Benchmarks

Homework: Perfect Progressive Verb Quiz

Enhanced English 8

Learning Standards:

[Integrated] read classic and contemporary works (2-8).[8.A]

[Integrated] use his/her own knowledge and experience to comprehend (4-8).[10.A]

[Integrated] write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8).[17.A]

[Integrated] organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8).[20.B]

[Integrated] edit drafts for grammar, mechanics, and spelling.[14D]

Objective:

1. The student will make connections between and across text and provide textual evidence

2. The student will evaluate literary works that share similar themes.

Materials: Projector, Video, Articles

Procedures:
1. Navo Benchmarks

2. You Tube Homeless Video and Article regardinfg homeless teen

3. Class dicussion

4. Remind students of Progressive Tense quiz

Evaluation: Navo Benchmarks

Homework: Perfect Progressive Verb Quiz

Plans for Friday, November 16, 2012
By: Tina M Simpson

English Language Arts and Reading, Grade 8

Learning Standards:

[Integrated] read classic and contemporary works (2-8).[8.A]

[Integrated] use his/her own knowledge and experience to comprehend (4-8).[10.A]

[Integrated] use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8).[17.F]

Objective:

1. The student will make connections between and across text and provide textual evidence

2. The student will learn to use verb tenses appropriately.

Materials: Projector, Video, 

Procedures:

1. Progressive quiz (30 minutes)2.Warm-up- Journal-Describe the homeless and homeless youth(7 minutes)

3. View and discuss Denton's Our Daily Bread (13 minutes)

4. Discuss "Pay it Forward" 

5. Collection of donations will begin 11/26-12/7/12

Evaluation:  Perfect Progressive Verb Quiz

Enhanced English 8

Learning Standards:

[Integrated] read classic and contemporary works (2-8).[8.A]

[Integrated] use his/her own knowledge and experience to comprehend (4-8).[10.A]

[Integrated] use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8).[17.F]

Objective:

1. The student will make connections between and across text and provide textual evidence

2. The student will learn to use verb tenses appropriately.

Materials: Projector, Video, 

Procedures:

1. Progressive quiz (30 minutes)2.Warm-up- Journal-Describe the homeless and homeless youth(7 minutes)

3. View and discuss Denton's Our Daily Bread (13 minutes)

4. Discuss "Pay it Forward" 

5. Collection of donations will begin 11/26-12/7/12

Evaluation:  Perfect Progressive Verb Quiz