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Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolLearning Focus: VocabularySee Common Core & WIDA LA 6-8.1.6.9CCSS-RI-RL-4, CCSS-RI-RL-10WIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
VocabularySee Common Core & WIDA LA.6-
8.1.6.9CCSS-RI-RL-4CSS-RI-RL-10
See Common Core & WIDA LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.Clarification: The student will analyze words that have multiple meanings and determine the correct meaning of the word as used in the text.CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary
Suggested Daily Doable Objectives
I can use context clues to determine the meaning of multiple meaning words.
I will learn to utilize words with multiple meanings appropriately based on their context within the text.
I can determine how the author's use of words and phrases controls the meaning/tone of the text.
I will learn to explain how changing the context of word (how it is used) can change the definition of the word.
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
How does using context clues help the reader understand the specific meaning of multiple meaning words?
How do readers use their knowledge of multiple meaning words to better understand text?
SELECTION-RELATED ESSENTIAL QUESTION What defines home?
Text Selection: Growing Together
Genre: Personal Narrative
Bell Ringer_15 Min. Benchmark Driven Power Point Presentation (See Teacher Resources)
and/or; Vocabulary Instruction: Deep teaching of 5 words that are crucial to the
topic and/or understanding of the texts or, CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark
Please Follow the gradual release (see below)I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 1: Finding Your Own Place
Growing Together TE p. 12
Poetry Selection: When I Grow Up by
Janet S. Wong, TE p. 18
Vocabulary Support: Vocabulary: Use
Context Clues for Multiple Meaning Words TE p. 4-5
Vocabulary Study: Use Context Clues TE p. 21
Literary Support: Literary Analysis:
Analyze Poetry TE p. 22
Grammar Focus: Statements with Am,
Is and Are TE p. 8Writing Focus:
Write About Someone You Know TE p. 23
Media Support http://insideng.com/
inside/teachers/player/launcher.asp?
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude about the topic.
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus:
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
LOW:
INTERMEDIATE:
Achieve 3000
Discovery Education
http://esl.lab.com/
libid=1Teacher Resources:
http://insideng.com http://
www.discoveryeducation.com/
http:// www.ereadingworksheets.com
..\..\Multiple meaning words ppt..ppt
..\..\ ConnotationsDenotations_ppt.ppt
..\..\ connotationdenotation[1]ppt.ppt
Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-l-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-4.html
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Prerequisites Synonym Antonym Same meaning Used in same way Convey the
same/different/opposite meaning Most similar/ most opposite
Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences
Use Question Stem Cards/Task Cards Write story summaries.
ADVANCED:
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice):
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 min
Use rubric provided below or: Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
I edited my writing for the grammar focus which is _______________________
25 pts.
%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST M.O.P.P Think Alouds Think-Pair-Share Role play Turn and talk Stop and Jot
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.Selection Vocabulary
Angry Change Curious Immigrant Learn Leave Ordinary Strange
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolLearning Focus: VocabularySee Common Core & WIDA LA 6-8.1.6.8CCSS-RI-RL-4, CCSS-RI-RL-10
WIDAWIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
VocabularySee Common Core & WIDA LA.6-
8.1.6.8CCSS-RI-RL-4CSS-RI-RL-10
Continually focus on Vocabulary instruction, especially context
cluesSee Common Core & WIDA LA. LA.6-8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.Clarification: The student will analyze the meanings of words, phrases, and word relationships by using strategies including, but not limited to, context clues and word structure.CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words
Suggested Daily Doable Objectives
I will learn to compare and contrast words within a text based on their meanings. (Synonyms, Antonyms, Analogies)
I will learn to determine the meaning of an unknown word using affixes and roots.
I will learn to determine how the author's use of words and phrases controls the meaning/tone of the text.
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
How do synonyms and antonyms help the reader understand the specific meaning of unknown words?
How do readers use their knowledge of the author’s use of words and phrases to better understand text?
THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION How do we depend on Earth’s resources?
Text Selection: Water at Work
Genre: Informational Text
Bell Ringer_15 Min. Benchmark Related Power Point Presentation (See Teacher
Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the
topic and/or understanding of the texts or, CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark
Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order
Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 2: Water For Life
Water at Work TE p. 116
Informational Text: How Do We Use
Water? TE p. 92Vocabulary Support:
Vocabulary: Relate Words TE p. 66-67
Vocabulary Study: Use Synonyms TE p. 101
Vocabulary Study: Use Synonyms and Antonyms TE p. 119
Grammar Focus: Make Subjects and
Verbs Agree TE p. 106
Writing Focus: Write About A Day At
The River TE p. 121Media Support
http://insideng.com/ inside/teachers/levelC/unit2/resources/FL/diglib/Inside.DL.C2.2.WhyWater.pdf
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude about the topic.
thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
Achieve 3000
Discovery Education
http://esl.lab.com/
http://insideng.com/ inside/teachers/player/launcher.asp?libid=6
Teacher Resources: http://insideng.com http://
www.discoveryeducation.com/
..\..\Word Relationships ppt..ppt
..\..\ Prefixes_and_Suffixes ppt.ppt
..\..\prefixes and suffixes ppt.ppt
http:// www.englishforeveryone.org/PDFs/Level_8_Analogies_1.pdf
Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-l-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-4.html
One sentence summary
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences Suffixes Root Words
Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
LOW:
INTERMEDIATE:
ADVANCED:
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 min
Use rubric provided below or: Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing 10 pts.
frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdfhttp://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
assignment to the best of my ability.I edited my writing for the grammar focus which is _______________________
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
Role play Turn and talk Stop and Jot M.O.P.P Think Alouds
Selection Vocabulary Arrive Electricity Flow Generate Goods Power Safely Treat
Learning Focus: VocabularySee Common Core & WIDA LA.6-8.1.6.3 CCSS-RI-RL-4, CCSS-RI-RL-10
WIDAWIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
VocabularySee Common Core & WIDA LA.6-
8.1.6.3CCSS-RI-RL-4CSS-RI-RL-10
Continually focus on Vocabulary instruction, especially context
Suggested Daily Doable Objectives
I will learn to determine the meaning of words using context clues.
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 6: Struggle for Freedom
Escaping To Freedom TE p. 360
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
cluesBenchmark LA.6-8. 1.6.3 The student will use context clues to determine meanings of unfamiliar words.Clarification: The student, using context clues, will identify the meaning of an unfamiliar word.
Revisit Benchmark LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.
CCSS RI & RL 6-8.4Clarification:Knowledge Targets
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful,
I will learn to create sentences that provide context clues to determine the meaning of a given word.
I will learn to differentiate between the connotative and denotative meaning of a word. (Prerequisite Skill for CC)
I will learn to explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
How context clues help the reader understand the specific meaning of unknown words?
How do readers use their knowledge of the author’s use of connotative meaning of a word to better understand text?
THEMATIC/SELECTION-RELATED BENCHMARK How far will people go for the sake of freedom?
Text Selection: Escaping To Freedom
Genre: Biography
Bell Ringer_15 Min. Benchmark Related Power point Presentation (See Teacher
Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the
topic and/or understanding of the texts or, CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark
Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Poetry Selection Follow The Drinking
Gourd TE p. 368 Dramatize a Song TE
p. 372Vocabulary Support:
Vocabulary: Use Context Clues for Unfamiliar Words TE p. 352
Vocabulary Study: context Clues TE p. 371
Grammar Focus: Use Nouns In The
Subject And Predicate TE p. 356
Writing Focus: Write About Freedom
TE p. 373Media Support:
http://insideng.com/ inside/teachers/player/launcher.asp?libid=16
Teacher Resources: http://insideng.com http://
www.discoveryeducation.com/
..\..\Context Clues ppt..ppt
http:// www.woodland.k12.mo.us/faculty/rgarner/Reading/
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
thrifty). Students must know tone is
the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude about the topic.
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.10Clarification:
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
LOW:
INTERMEDIATE:
ADVANCED:
Achieve 3000
Discovery Education
http://esl.lab.com/
Please Follow the gradual release (see below)
context_clues.htm ..\..\
connotationdenotation[1]ppt.ppt
Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-l-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-4.html
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences
Benchmark Pre-requisites Synonym Antonym Same meaning Used in same way Convey the
same/different/opposite meaning Most similar/ most opposite
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 minUse rubric provided below or:
Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
I edited my writing for the grammar focus which is ______________________
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment
5 pts.
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds
Selection Vocabulary Assist Capture Escape Freedom Reward Right Slave Travel
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
presented today.
Learning Focus: Plot DevelopmentSee Common Core & WIDA LA 6-8.2.1.2
CCSS RI & RL 6-8.2RI & RL 6-8.1CSS-RI-RL-10
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Plot DevelopmentSee Common Core & WIDA LA.6-
8.2.1.2CCSS
CCSS RI & RL 6-8.2RI & RL 6-8.1CSS-RI-RL-10
Continually focus on Vocabulary instruction, especially context
cluesBenchmark LA.6-8 2.1.2 : The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction. The student will identify, analyze, and interpret elements of plot development (foreshadowing, flashback, theme, and setting) within or across texts. The student will also identify, analyze, and interpret other literary elements, such as character development, character point of view, and conflict and resolution within or across texts. In addition, the student will identify, analyze, and interpret how plot events in the text contribute to conflict and resolution within or across texts.CCSS RI & RL 6-8.2Clarification:Knowledge Targets
a. Students must know an author's use of motif (i.e. central idea) can help
Suggested Daily Doable Objectives
I will learn to identify and analyze character traits.*Character Development
I will learn to explain how the characters change over the course of a text.
I will learn to describe how characters change as the plot moves forward.
I will learn to describe the change in the characters as they reach the resolution.*Character development
I will learn to describe how characters respond as the plot moves forward.*Character Point of View/Character Development/Plot DevelopmentI will learn to determine the theme of a text based on evidence from the text.
I will learn to infer the
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
How does understanding character traits help the reader gain better understanding of the text?
How do readers use their knowledge of plot development to better understand text?
THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION How can powerful characters inspire a range of emotion?
Text Selection: Frankenstein
Genre: Fantasy
Bell Ringer_15 Min. Benchmark Related Power Point Presentation (See Teacher Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the topic
and/or understanding of the texts CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark
Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 4: Creepy Classics
Frankenstein TE p. 210
Informational Text: How Frankenstein
Began TE p. 220Literary Support
Elements of Fiction TE p. 198-199
Analyze Character Development TE p.222
Analyze Theme TE p. 224
Vocabulary Support: Vocabulary: Use
Word Parts TE p. 202 Vocabulary Study:
Use Word Parts TE p. 223
Grammar Focus: Use Adjectives TE p.
206Writing Focus:
Create a character TE p. 207
Write About A Creepy situation TE p. 225
Media Support: http://insideng.com/
inside/teachers/
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
illuminate the theme of a particular text.
Reasoning Targetsa. Students must analyze how
the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.
b. Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support.
c. Students must explain how specific details from the text refine or create subtle distinctions that shape the theme.
d. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, theme).
Product Targetsa. Students will provide an
objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets
Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a
theme of a text based on the details in the text.*Theme
You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus:
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
LOW:
INTERMEDIATE:
Achieve 3000
Discovery Education
http://esl.lab.com/
player/launcher.asp?libid=10
Teacher Resources: http://insideng.com http://
www.discoveryeducation.com/
..\..\Plot Deveopment PPt..ppt
http:// www.authorstream.com/Presentation/ttravis-57878-Theme-Education-ppt-powerpoint/
Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-3.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-r-3.html
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
specific argument or claim that is being made.
Reasoning Targets Students must draw
inferences from literary text to make and support an analysis.
Students must support their conclusions with explicit and implicit textual evidence.
Students must determine the textual evidence that best supports their conclusions.
Students must explain the relationship between their conclusions and the evidence for their conclusions.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.
Benchmark Pre-requisites Main Idea and Supporting
Details Making Inferences Drawing Conclusions Sequence of Events Recognize Text Structures Recognize Text Features
Benchmark Vocabulary
Use Question Stem Cards/Task Cards Write story summaries.
ADVANCED:
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip: Revisit essential question Turn and talk Students should produce an end product
Grading Rubric: 5 minUse rubric provided below or:
Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P. Think Alouds
Selection Vocabulary Create Creature
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Plot Setting Characters Climax Conflict Resolution Theme Fiction Tone Trait
I edited my writing for the grammar focus which is ______________________.
25 pts.
I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts.
Destroy Evil Experiment Hideous Lonely Scientist
Learning Focus: Figurative LanguageSee Common Core & WIDA LA 6-8.2.1.7
RI & RL 6-8.1 RI & RL 6-8.2 CSS-RI-RL-10
WIDAWIDA STANDARDS
COMMON CORE STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Figurative LanguageSee Common Core & WIDA LA.6-
8.2.1.7
Suggested Daily Doable Objectives
Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/Agenda
Core Text:Inside Level C Teacher’s Edition 1
PacingOctober- November
Weeks 9 and 10
End of Grading Period________
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
CCSS RI & RL 6-8.4RI & RL 6-8.1RI & RL 6-8.2CSS-RI-RL-10
Continue with Vocabulary Benchmarks
LA.6-8.2.1.7: The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author’s tone and advances the work’s theme. The student will identify, analyze, interpret, and evaluate the author’s use of descriptive and/or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-level appropriate texts.Clarification: The student will identify, analyze, interpret, and evaluate the author’s use of descriptive or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-appropriate texts. Descriptive Language (e.g., tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire) Figurative Language (e.g., simile, metaphor, symbolism, personification, hyperbole, pun)CCSS RI & RL 6-8.4Clarification:Knowledge Targets
I will learn to identify figurative language in text (such as similes, metaphors and personification).
I will learn to explain how the author's use of figurative language further illustrates/expands the meaning and tone of the text.
Objective:
SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!
How does analyzing figurative language in text help the reader further understand the text?
How does the author use figurative language to illustrate meaning of text?
THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION What do we learn about people and their artful expressions?
Text Selection: Icarus and Daedalus/Wings
Genre: Greek Myth/Short Story
Bell Ringer_15 Min. Benchmark Related Power Point Presentation (See Teacher Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the topic
and/or understanding of the texts or, CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark
Please Follow the gradual release (see below)
I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.
We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.
We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.
You do (Independent Practice): Students work alone to demonstrate knowledge. This
Reading Selection:Unit 8: Art and Soul
Icarus and Daedalus TE p. 552
Wings TE p. 544Literary Focus:
Literary Analysis: Compare Characters (Allusions) TE p. 556
Vocabulary Support Focus on
Vocabulary: Go Beyond The Literal Meaning TE p. 496
Vocabulary Study: Analyze Similes TE p. 557
Grammar Focus: Use Complex
Sentences TE p.540Writing Focus:
Tell what Happened TE p. 541
Write About Myths TE p. 559
Media Support: http://insideng.com/
inside/teachers/levelC/unit8/resources/FL/diglib/Inside.DL.C8.3.Flying.pdf
Teacher Resources: http://insideng.com
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
Students must identify figurative language in text.
Students must know an analogy is a comparison between things with similar features.
Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.
Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Students must know tone is the author's attitude toward the topic.
Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.
Reasoning Targets Students must determine
how the author's use of words and phrases controls the meaning/tone of the text.
Students must explain how the author's use of
can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective
Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily
Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.
Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development
INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis
ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.
Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper
Suggested Activities:
LOW:
INTERMEDIATE:
ADVANCED:
Achieve 3000
Discovery Education
http://esl.lab.com/
http:// www.discoveryeducation.com/
..\..\ Figurative_lang_overview ppt..ppt
Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-l-4.html
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-4.html
One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf
http://www.sanchezclass.com/reading-graphic-organizers.htm
Main idea graphic
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
figurative language further illustrates/expands the tone and meaning of the text.
Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.
Students must explain how analogies expand an author's ideas and attitude about the topic.
Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.
CCSS RI & RL 6-8.2Clarification : Knowledge Targets
b. Students must know an author's use of motif (i.e. central idea) can help illuminate the theme of a particular text.
Reasoning Targetse. Students must analyze how
the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.
f. Students must analyze how a theme or central idea develops over the course of
Please Follow the gradual release (see below)
I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).
Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:
. Revisit essential question
. Turn and talk. Students should produce an end product
Grading Rubric: 5 min
Use rubric provided below or: Use rubrics provided on www.insideng.com or Create your own
Points Earned
Possible Points
Teachers Explicit Corrective Feedback:
I participated in class by raising my hand and sharing with others.
15 pts.
I used Turn and Talk while sharing with my partner.
10 pts.
I completed my final writing assignment to the best of my ability.
10 pts.
I edited my writing for the grammar focus which is _____________________.
25 pts.
I used correct punctuation. 25 pts.
organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf
CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening
https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading
ELL Active Reading Strategies
Preview text features
S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds
Selection Vocabulary Complain Drift Droop
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
the text, including evidence from the text as support.
g. Students must explain how specific details from the text refine or create subtle distinctions that shape the theme.
h. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, and theme).
Product Targetsb. Students will provide an
objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets
Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a specific argument or claim that is being made.
Reasoning Targets Students must draw
inferences from literary text to make and support an analysis.
Students must support their conclusions with explicit and implicit textual evidence.
Students must determine the textual evidence that
I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.
5 pts. Impressed Proud Struggle Useless Whisper
Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools
Inside Level C SEI Grade 8 Salemwood SchoolWIDA
WIDA STANDARDSCOMMON CORE
STANDARDS
OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL
TOOLS
best supports their conclusions.
Students must explain the relationship between their conclusions and the evidence for their conclusions.
CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently
Benchmark Pre-requisites Make Inferences Understand Main Idea Understand Theme Understand Multiple
Meaning Words Understand Structure of
Poetry
Benchmark Vocabulary Metaphor Simile Personification Onomatopoeia Allusion Alliteration Rhyme