8 th Grade Pre AP Lesson Plans 3-9-15 to 3-13-15

*See 3 rd 9 weeks scope and sequence week 6 in the following.

Pre-AP 8 Curriculum GuideTheme: Challenges and Choices

Third Nine WeeksAuthors:

Authors: Kimberley Tucker (Arab Junior High School), Crystal Wright (KDS DAR Middle School), Amanda Lemons (Buckhorn High School), Nichole Nunes-Smith (Westlawn Middle School), Michelle Steed (Huntsville Middle School), Laren Hammonds (Rock Quarry

Middle School), Jamie Thomas (Rock Quarry Middle School), and Diann Frucci and Betsy Brooks (A+ College Ready). Endorsed by Michelle Stie-Buckles (National Math and Science Initiative) and Reeda Betts and Wendy Warren (Alabama State Department of

Education).

Third Nine WeeksBig Idea Focus: Challenges and ChoicesSkill Focus: Argument and CharacterizationGuiding Questions: How do we deal with differences? Why are we fearful of differences? How important is communication to overcoming that fear? Why do we fall into conformity/wanting to be like others? How does society encourage conformity?

Suggested TextsMajor Work: Ender’s Game by Orson Scott Card or The Lion, the Witch, and the Wardrobe by C.S. LewisShort Story: “Harrison Bergeron” by Kurt VonnegutNonfiction: “Dancing to Connect to a Global Tribe” by Matt HardingArtwork: “Battle School Needs You, Ender’s Game movie trailers, and book jackets for Ender’s Game

Suggested vocabulary study: Vocabulary study and mechanics review: Vocabulary is oftentimes a weakness for students; teachers should work to review content-related vocabulary and to introduce and assess new terms associated with rhetorical and literary analysis.

PreAP English 8, Third Nine Weeks 1

Suggested grammar study: On the basis of student writing assessments, teachers should present mini lessons on grammar and mechanics. For each mini lesson presented, include relevant conventions of punctuation, as these issues comprise a significant portion of the DISCOVER English assessment. Teachers should also consider the standards listed in the AL Career and College Readiness Standards. Suggested test preparation sites: Teachers should utilize qc.vantage.com (you will need to use your own user name and password--from your district—to access this site), Laying the Foundation, www.actstudent.org (click ACT Online Prep for additional test preparation), http://www.discoveractaspire.org/pages/home, and http://www.act.org/explore/downloads.html .

Goal: I can continue to use close reading strategies to extract meaning from a variety of texts, to write analytical compositions investigating characterization and conflict, and to write argumentative compositions.

I can Compose both timed and untimed analytical paragraphs and/or multi-paragraph essays that demonstrate control of paragraph structure,

sentence variety, and mechanics Compose both timed and untimed argumentative paragraphs and/or multi-paragraph essays that demonstrate control of paragraph

structure, sentence variety, and mechanics Compose, edit, and revise sentences and paragraphs that incorporate evidence from a variety of literary texts and genres. Demonstrate and apply annotation skills to works studied Create and use dialectical journals and graphic organizers from annotations Actively participate in purposeful discussions of the selected texts in both small group and whole class settings Identify and analyze the author’s purpose in Determine or clarify the meaning of unknown and multiple-meaning words or phrases Link characterization and conflict for theme analysis Analyze an argumentative essay Identify the intended audience in a non-fiction selection and link to author’s purpose Analyzing appeals in nonfiction texts

·       Understand and apply content-related vocabulary·       Incorporate quotations into writing·       Analyze a visual text, make inferences, and support those inferences with specific references to the text

Analyze appeals in visual and written texts

Pre-AP Language Arts: Grade 8ALCOS Common Core Standards Correlating Correlating

PreAP English 8, Third Nine Weeks 2

Numbers/ Identifiers

CCS Numbers/ Identifiers

CCRS Numbers/ Identifiers

Reading Standards for Literature1 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] 1

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 of the text.

[RL.8.2] 2

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.

[RL.8.3] 3

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.8.4] 4

Reading Standards for Informational Text10 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.8.1] 1

11 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)

[RI.8.2] 3

12 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.8.3] 4

13 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

[RI.8.4] 5

14 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.

[RI.8.5] 6

17 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.8.8] 8

Writing Standards20 Write arguments to support claims with clear reasons and relevant evidence. [W.8.1] 123 Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.[W.8.4] 4

24 With some guidance and support from peers and adults, develop and strengthen writing as needed by [W.8.5] 5

PreAP English 8, Third Nine Weeks 3

planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

27 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

[W.8.8] 8

28 Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9] 929 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.

[W.8.10] 10

Speaking and Listening Standards30 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] 1

33 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.8.4] 4

Language Standards36 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.[L.8.1] 1

38 Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3] 339 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.8.4] 4

41 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.

[L.8.6] 6

PreAP English 8, Third Nine Weeks 4

Week 1Suggested Activity Skills Addressed

(cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path

Notes

Students complete the How Appeals are Created LTF lesson..

For homework, students should find an advertisement and identify the appeals in it using the same protocol as the second activity from the LTF lesson. (1hour)

An additional lesson that might be helpful as students find their own advertisement for analysis is the Understanding the Appeals lesson. Activities 2 and 3, in particular, have students work through an article using a very good graphic organizer. Students might find those graphic organizers helpful as they work through their own analysis of their chosen advertisement.

AppealsDetermining author’s purposeMain idea and its effect on parts of speech and syntaxDetermining audienceFact vs. OpinionEffect of POVAntithesisParallel StructureJuxtapositionRepetitionDetailsDiction ImageryPersonificationPunSimileHyperboleIrony

NMSI Teacher Training/Instructional Resources/LTF English/Lessons and Overviews/8th grade/Close Reading/ Literary Techniques/How Appeals Are Created – Middle Grades

NMSI Teacher Training/Instructional Resources/LTF English/Secondary Resources/ Close Reading/ Literary Techniques/Understanding the Appeals

The teacher should work through several examples with the class before having students complete the remainder in small groups.

Because this concept is relatively unfamiliar to eighth grade students, teacher monitoring will be important.

Consider providing a student handout showing the protocol used in the LTF lesson and the presentation rubric.

Students complete the LTF lesson Characterization and Nonfiction – Sojourner Truth. (2 hours)

AssertionsCharacteristics of textDetermining speaker’s purposeDetermining audienceTextual evidenceResearch skills

NMSI Teacher Training/Instructional Resources/LTF English/Lessons & Overviews/8th Grade/Close Reading/Elements of

If time or technology is a concern, the teacher may opt to skip activity three. In activity five, the teacher should select either prompt one or prompt two, and students should write an ABC paragraph. The ABC (assertion, back it up, commentary) paragraph planner and

PreAP English 8, Third Nine Weeks 5

ABC paragraph structureEmbedding quotationsTransitionsExpository writingCause/effectClassificationComparison/contrastToneAllusionAnnotationParenthetical documentation

Research/Characterization and Nonfiction: Sojourner Truth

NMSI Teacher Training/Instructional Resources/LTF English/Teacher Resources/Character and Characterization Student Handout

rubric are found in the appendix.

Students will share their found advertisement and its analysis. (1 hour)

Presentation See presentation rubric in the appendix.

Students should complete the Analysis of a Visual Text – Ender’s Game Movie Trailers lesson. (1 hour)

Analysis of visual text Evidence Image Graphics Dialogue Sound effects Lighting FontSummary

See appendix for Analysis of a Visual Text.

WEEK 2Suggested Activity Skills Addressed

(cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path – Insert pathways

Notes

Individually, students complete the true and false section on the Anticipation Guide. Then in small groups, students justify their answers to one another. Finally, students revisit the anticipation guide individually to write their explanations for two of the statements.

Context cluesClaimConventions of argument

See the appendix for the Anticipation Guide.

Begin directing students’ thinking toward conformity vs. exclusion.

PreAP English 8, Third Nine Weeks 6

After the anticipation guide activity, introduce Ender’s Game by Orson Scott Card. Preview the guiding questions and argument assessment prompt so that students can read with them in mind. (1 hour)

Prompt (end of Week 4): Does Ender’s Game make a case for or against conformity?

Direct/indirect characterizationRelationship between main idea and character, setting, dialogue, plot, and conflictVocabulary in contextAnalogiesCompare/contrast texts in diverse formatsVocabulary in contextContext cluesSentence varietyNarrative writingFoilMotivationConflictDialogueSymbolismPoint of ViewSmall-group discussion

Hereafter, all activities and discussion should be linked to these guiding concepts.

Consider posting the guiding questions for this nine weeks in the classroom.

Students write an analysis of book covers for Ender’s Game. The teacher will need to model with one of the jackets, and students should work in groups to analyze the remaining jackets. Then the teacher will need to model an ABC paragraph analyzing one of the jackets before assigning students to write individual paragraphs.(1 hour)

See appendix for Ender’s Game Book Covers and Ender’s Game Book Jacket Analysis.

How to analyze a book cover: http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-guide-30060.html (NCTE Resource)

The teacher introduces the first set of vocabulary words from LTF Vocabulary Study for Ender’s Game. Students should annotate the sentences for context clues. Then assign students to write sentences using the vocabulary words and including context clues. Teacher should follow the I do, we do, you do protocol for both of these activities. (1 hour)

NMSI Teacher Training/Instructional Resources/LTF English/Lesson and Overviews/Authors & Titles/Card, Orson Scott/Ender’s Game/Vocabulary Lesson – Ender’s Game

Students should share their sentences identifying their included context clues and phrases with the class. Assessments are provided in the LTF lesson. Follow this protocol for the remainder of the vocabulary sets.

Students will need practice in writing sentences with context clues—layer practice with varied sentence structures reinforcing study of phrases.

The teacher may need to review types of context clues prior to this lesson.

Students complete the LTF lesson Characters and Relationships NMSI Teacher Composition Activity One is suggested.

PreAP English 8, Third Nine Weeks 7

on Ender’s Game. The teacher will need to follow the I do, we do, you do protocol, modeling and continuing to model as needed throughout the lesson. In this lesson, students will write character commentary based on inference, explain how and why the evidence leads to inference, and complete a composition activity to practice analyzing an author’s use of direct and indirect characterization. (2 hours)

Training/Instructional Resources/LTF English/Lessons and Overviews/Authors and Titles/ Card, Orson Scott/Ender’s Game/Characterization and Relationships: Ender’s Game

Teacher should direct discussion to continued exploration of conformity and exclusion.

Week 3Suggested Activity Skills Addressed

(cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path

Notes

Review guidelines for dialectical journals and model chapter one, focusing on theme of conformity. Textual evidence and commentary within the journal will be used for the final argument essay assessment.(1 hour)

Students continue to read the novel and to complete dialectical journals outside of class. Teacher should create a reading schedule, offering opportunities for a minimum 10 entries over the course of the novel study, and take time to discuss some aspect of the students’ reading and journals each week; students need to be finished reading the novel by week four. Students should be tracking examples of conflict, differences/conformity.

ThemeThematic ideaThematic statementMLA formatSelection of evidence/quotationsIdentification of context for quotationsLarge-group discussion

See the appendix for Ender's Game Dialectical Journal on Conformity..

The teacher should provide students with a reading schedule correlated with journal and vocabulary assignments and culminating in Week 4.

The teacher introduces the second set of vocabulary words from LTF Vocabulary Study for Ender’s Game. Student assignment follows protocol established in Week 2.(30 minutes)

NMSI Teacher Training/Instructional Resources/LTF English/Lesson and Overviews/Authors & Titles/Card, Orson Scott/Ender’s

Vocabulary assignment follows protocol established in Week 2.

PreAP English 8, Third Nine Weeks 8

Game/Vocabulary Lesson – Ender’s Game

Closely re-read and analyze the scene of conflict between Ender and Peter at the beginning of the novel. Students should discuss how the conflict stems from issues of conformity and exclusion and write a thematic statement connecting the scene to this big idea. (1 hour)Students will require close supervision in order to create thematic statements that will support the final assessment.

See path to LTF Abstract Words for Thematic Ideas

NMSI Teacher Training/LTF English/Lessons and Overviews/8th grade/Close Reading/Literary Elements/Conflict and Theme

NMSI Teacher Training/Secondary Training Materials/ English/Teacher Training Materials and Resources/Teacher Resources/ Abstract Words for Thematic Ideas-Middle Grades

The teacher may use the LTF lesson Conflict and Theme to support students’ writing of thematic statements,and/orthe teacher may use the graphic organizer for thematic statements (see appendix).

Students complete the formative assessment that deals with this same scene of conflict between Ender and Peter. (30 minutes)

NMSI Teacher Training/Instructional Resources/LTF English/Lesson and Overviews/Authors & Titles/Card, Orson Scott/Ender’s Game/Formative Assessment – Multiple Choice

Closely re-read and analyze the scene of conflict between Ender and a fellow launchie on the launch ship (pp. 28-34). Students should discuss how the conflict stems from issues of conformity and exclusion and write a thematic statement connecting the

NMSI Teacher Training/LTF English/Lessons and Overviews/8th

Use the thematic statements graphic organizer to collect the response from this activity (see appendix). This organizer will be used as a resource for the final

PreAP English 8, Third Nine Weeks 9

scene to this big idea.(1 ½ hours)

grade/Close Reading/Literary Elements/Conflict and Theme

assessment.

Week 4Suggested Activity NMSI Teacher

Training/LTF PathNotes

Closely re-read and analyze the scene of conflict between Ender and Bonzo in the shower room (pp. 207-212). Students should discuss how the conflict stems from issues of conformity and exclusion and write a thematic statement connecting the scene to this big idea. (1 hour)

Socratic seminar NMSI Teacher Training/LTF English/Lessons and Overviews/8th grade/Close Reading/Literary Elements/Conflict and Theme

Use the thematic statements graphic organizer to collect the response from this activity (see appendix). This organizer will be used as a resource for the final assessment.

The teacher introduces the third set of vocabulary words from LTF Vocabulary Study for Ender’s Game. Follow protocol. (30 minutes)

NMSI Teacher Training/Instructional Resources/LTF English/Lesson and Overviews/Authors & Titles/Card, Orson Scott/Ender’s Game/Vocabulary Lesson – Ender’s Game

Follow established vocabulary assignment protocol.

Closely re-read and analyze final battle with the Buggers’ and Ender’s reactions to learning that the game is not a game. Students should discuss how the conflict stems from issues of conformity and exclusion and write a thematic statement connecting the scene to this big idea.(1 hour)

NMSI Teacher Training/LTF English/Lessons and Overviews/8th grade/Close Reading/Literary Elements/Conflict and Theme

Use the thematic statements graphic organizer to collect the response from this activity (see appendix). This organizer will be used as a resource for the final assessment.

PreAP English 8, Third Nine Weeks 10

Students engage in a Socratic seminar on the novel. They should have participated in one or more prior Socratic seminars; however, the teacher should review guidelines and procedures. This discussion should prompt students to address the guiding questions for this grading period. (1 hour)

Questions to consider:How do characters deal with differences? Are they fearful of differences? If so, how do their actions reveal that fear? How important is the communication to overcoming that fear? Do they fall into conformity? How does the society of the novel encourage the characters to conform?

Link to video on Socratic seminars on the Teaching Channel https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom

Students will need a copy of the guiding questions unless they are posted in the room.

The teacher should design SS questions that link students’ thematic statements to the guide questions.

Ender’s Game Assessment: Using dialectical journals and thematic statements and referring to notes from Socratic seminar discussion, students should write an ABC paragraph on the theme of conformity. (1 hour)

Prompt: Does Ender’s Game make a case for or against conformity? Use your dialectical journal, thematic statements, and notes from our Socratic seminar to write an ABC paragraph on this theme.

The teacher will need to create an end-of-novel assessment that includes both all three levels of questions and open response item(s).

Teacher will need to guide students through options in order to develop a topic narrow enough to be developed in single paragraph.

Prepare a paragraph template:Topic Sentence: thematic statement taking a positionThree chunks of proof with appropriate commentaryClosing/clincher sentence

Week 5Suggested Activity Skills Addressed

(cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path

Notes

Listen to and read along with “Dancing to Connect to a Global Tribe” by Matt Harding. The teacher should chunk the text, pausing to discuss each chunk in order to ensure students are

Close readingPersonal reflection

NMSI Teacher Training/Secondary Training Materials/

Text and audio of Harding’s essay available at http://www.npr.org/2009/03/29/10242305

PreAP English 8, Third Nine Weeks 11

comprehending. The teacher should guide students through the Analyzing an Argument graphic organizer. Since this is their first analysis of an argument, the teacher will need to model extensively and to allow students to work in groups to find textual evidence. (2 hours)

Analytical writing English/Teacher Training Materials and Resources/Teacher Resources/ Analyzing an Argument

0/dancing-to-connect-to-a-global-tribe.Students may also wish to watch one of the dancing videos. Links are available on the NPR site along with the essay.* If you have any qualms about the wording of the title of the video, see the appendix for a download without the title.

Students complete the LTF lesson Levels of Reflection on the topic of conformity. Teacher should follow the I do, we do, you do protocol to guide students in filling in the chart. Students should consider the effects or the consequences of the issue as it applies to themselves, their families, their peers, their communities, their country, and humankind. They can draw or use quotations as they see fit. Then, they follow the same protocol for the topic of school uniforms. (1 ½ hours)

NMSI Teacher Training/Teacher Training Materials and Resources/Teacher Resources/Levels of Reflection

The teacher should relate the levels of reflection to the guiding questions dealing with conformity.

This activity could be completed outside of class as a poster to be presented or posted.

Students complete the first page of the School Uniforms Argumentative Essay Planner. The teacher will need to model and use think-alouds to guide students through the planning phase of the argumentative essay; she may opt to have students work in groups to generate ideas. (1 hour)

See the School Uniforms Argumentative Essay Planner in the appendix for complete guide to composition process and templates.

The teacher should advise the students that their essays will be graded with the Aspire Persuasive Writing Rubric for eighth grade, and she should thoroughly explain the rubric at this point. The rubric can be found at http://www.discoveractaspire.org/media/95X55KS5Z433/docs/en_US/08ccac27e75845672b8c9c847c9ea7355861a2cf/39DYM501325I/ACT_Aspire_Writing_Exemplar.pdf

Examples of think-writealouds:  http://penningtonpublishing.com/blog/reading/

PreAP English 8, Third Nine Weeks 12

how-to-teach-a-write-aloud/(NCTE)http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html(NCTE)

Week 6Suggested Activity Skills Addressed

(cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path

Notes

Students complete the second and third pages of the School Uniforms Argumentative Essay Planner. The teacher will need to model and use think-alouds to guide students through the planning phase of the argumentative essay; she may opt to have students work in groups to generate ideas. (2 hours)

ConcessionCounterargument

The teacher may need to write an introduction with the class or have students work in groups to write their introductions.See Argument Planner for introduction template; see appendix for Argument Introduction Sample.

Building on the previous day’s s work, students should complete the LTF lesson Concessions and Counterarguments. The teacher should review the notes on concession and counterargument with students and guide them through Activity 1 to demonstrate the use of these strategies. Students should then complete Activity 2, using the quotation and prompt for the argumentative essay (school uniforms) as a topic. By the end of this lesson, students should choose which concession and counterargument they wish to include in their essays. (1½ hours)

ConcessionCounterargument

NMSI Teacher Training/LTF English/ Teacher Training Materials and Resources/Lessons and Overviews/ 8th grade/ Composition/Types(modes)/Concession and Counterargument

Continuing the argumentative essay planner, students plan their conclusions and write their rough drafts. (1 ½ hours)

Week 7

PreAP English 8, Third Nine Weeks 13

Suggested Activity Skills Addressed (cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path

Notes

Peer Review & Student Conference Day: Students should complete the Argument Essay Self-Assessment. With a classmate, students discuss their self-assessments and make suggested revisions to their own writing. (1 hour)Teacher will need to model evaluation.

Peer revisionSelf assessmentRevisionEditing

See the Argument Essay Self-Assessment in the appendix.

Consider archiving anonymous student samples for use as models in coming years.

Students use their revisions to write a final draft of the persuasive essay. Upon their completion, students should use the ASPIRE writing rubric to evaluate themselves; they should submit their evaluations along with their final drafts to the teacher. (2 hours)

Upon completion of the essay, the teacher should use the eighth grade Aspire Persuasive Writing Rubric to assess the essays. The rubric can be found at http://www.discoveractaspire.org/uploads/2/4/0/7/24070377/act_aspire_writing_exemplar.pdf.

Preview “Harrison Bergeron” vocabulary. Student pairs should complete the Frayer Model for each of the following words.(1 hour)

Consternation Cower Handicap Hindrance Immolate Philosophy Symmetry Synchronize

See Frayer Model in the appendix. For examples of completed models, go to http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html.

Distribute the Discussion Web. Students should write the question “Are people equal?” in the middle box, work individually to generate evidence to support both a “Yes” position and a “No” position, and then draw a conclusion based on that evidence. Next they should work with a small group to

See the appendix for Discussion Web.

This lesson adapted from Read Write Think lesson available here: http://www.readwritethink.org/classroom-

PreAP English 8, Third Nine Weeks 14

share evidence and work together to come to a consensus. A spokesperson from each group should share that consensus with the class. (1 hour)Collect webs for use next week.

resources/lesson-plans/pros-cons-discussion-819.html?tab=4#tabs .

Week 8Suggested ActivityDistribute copies of “Harrison Bergeron” (if not available in class textbook). Have students read the first sentence: “The year was 2081, and everyone was finally equal.” Discuss this line with students:What does this line suggest? What do you think caused this to happen? What changes may have taken place?

Begin reading using the Read-Say-Question Strategy (see appendix). (2 hours)

Making predictionsCollaborative discussionQuestioning the text

Full text of “Harrison Bergeron” available online here: http://www.tnellen.com/cybereng/harrison.html

See appendix for Read-Say-Question.

Re-distribute Discussion Webs from the pre-reading activity. This time, students write the question “Are people equal in 2081?” Then they use evidence from the text to support both a “Yes” position and a “No” position and ultimately draw a conclusion individually. They should then work with a small group to share their evidence and come to a group consensus, using details from the story to defend their position. Each group should select a spokesperson to share the final conclusion and evidence with the class. (1 hour)Review “Harrison Bergeron” vocabulary. Student pairs should use them in original sentences addressing the idea of conformity or alienation in short story. (30 minutes)Student Debate Preparation: Preview the Debate Rubric and the student handout with students so that they have a clear understanding of the expectations for debate. Tell students that they will have approximately two minutes to make their case and to counter arguments from a classmate. Then allow students time to prepare their debate material by reviewing pre-and post-reading materials from “Harrison Bergeron.” (1 hour)

Conventions of debate

See appendix for Debate Rubric.

For additional resources on holding a class debate, the following web site may be useful.https://www.World.com/a_lesson/lesson/lesson304b.shtml

PreAP English 8, Third Nine Weeks 15

Teacher should use this site to develop a student handout providing clear guidelines, roles, and standards.

Week 9Suggested Activity Skills Addressed

(cumulative—only new skills added each week)

NMSI Teacher Training/LTF Path

Notes

Student Debate: Have two students sit facing each other in the middle of a circle to debate the central question from "Harrison Bergeron": "Are people equal in 2081?" Both students must be ready to defend either side. One will be assigned to defend the pro position at the time of the debate, and the other, the con position. After the debate (about 2 minutes each), have the class ask the debaters questions. Then two more people can come up to debate. (11/2 hour)

Personal writing

Teacher should use rubric to assess and assign a grade as each debate concludes.

Collect students’ prepared debate materials.

Personal Reflection: Have students write a final reflection on “Harrison Bergeron” using the following questions as a guide:

What did I learn about equality?Did I change my opinion of equality after I read “Harrison Bergeron”?What can we do to improve equality and reduce discrimination?

Students may share their final reflections with the class as time permits. Assess this piece of writing with the Writing Checklist.(1/2 hour)

See appendix for Writing Checklist.

Teacher should use this hour to address end-of-grading-period duties.

At the beginning of class, the teacher shows the class a blank Anticipation Guide from week two and explains that they are going to revisit the guide today. Each question from the guide should be posted around the room. In groups, students carousel through the questions discussing them and sharing opinions and justifications for each statement. Allow students about 3-5

See the appendix for the Anticipation Guide.

PreAP English 8, Third Nine Weeks 16

minutes per question. After students have carouselled through all 10 questions, the teacher calls on each group to share their thoughts on their group’s final question. Individually, students revisit their anticipation guides from week 2 and reflect on their original answers to the true and false section on the Anticipation Guide. Finally, students complete an exit slip taking the form of an ABC paragraph and explaining how their feelings and thoughts on one of their answers have changed since the beginning of this unit. (1 hour)

Assessments: Formative assessments of student work provide important information about student understanding and learning; they should be an on-going process during every nine weeks and should impact instruction throughout the year. Formative assessment suggestions include but are not limited to the following:

· Student annotations· Student completed dialectical journals· Self, peer, and teacher edits· Paragraph and essay revision· Timed writings on prompts for literature passages not previously discussed or read in class· Checks of completed LTF lessons· Multiple choice practice· Student discussion and participation

Summative assessments are those assessments that demonstrate student mastery of goals and objectives; they should be used as final assessments that are built from the culmination of skills and materials taught, align with objectives and goals, and reflect the formative assessments used during the unit. Summative assessment suggestions include but are not limited to the following:

· Final drafts of paragraphs and essays· Timed Annotation of literary work not previously discussed or read in class· Unit tests on individual literary works that explore students' application of objective knowledge; this assessment type should not be

limited strictly to the students' abilities to recall objective information.

Major projects or oral presentations

PreAP English 8, Third Nine Weeks 17

PreAP English 8, Third Nine Weeks 18