Teacher: E. Sears and S. Jackson Subject/Grade: 8th Grade Advanced Content ELA Date: 2/1-2/5

Classroom Lesson Plans

Day of the week: ___Monday, February 1st, 2016 ________________________________

Common Core/GPS Content Standards:

For the course of the third nine weeks: highlighted if being assessed/emphasized during the lesson

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis

of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/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.

ELAGSE8RL3: 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.

ELAGSE8RL4: 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.

ELAGSE8RL5: Compare and contrast the structure of two or more texts and

analyze how the differing structure of each text contributes to its meaning and style.

ELAGSE8RL6: Analyze how differences in the points of view of characters and

the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELAGSE8RL7: Analyze the extent to which a filmed or live production of a story

or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

ELAGSE8RL8: (Not applicable to literature)

ELAGSE8RI2: Determine a central idea of a text and analyze its development

over the course of the text, including its relationship to supporting ideas;

provide an objective summary of the text.

ELAGSE8RI3: Analyze how a text makes connections among and distinctions

between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELAGSE8RI4: 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

ELAGSE8RI5: 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.

ELAGSE8RI6: Determine an authors point of view or purpose in a text and

analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

ELAGSE8RI7: Evaluate the advantages and disadvantages of using different

mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELAGSE8RI8: 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.

ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on

ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.

ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.

ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 8.)

College & Career Readiness Anchor Standard(s) (Reading): (Bolded when assessed in unit)

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

College & Career Readiness Anchor Standard(s) (Writing): (Bolded when assessed in unit)

Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. 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 tasks, purposes, and audiences.

Learning Goals (Overarching Goals): What you want kids to know and be able to do at the end of the unit:

Students will identify the points of view of characters, audience, and reader to analyze the effects of suspense and humor.

Students will analyze dialogue and plot elements to understand the characterization and plot pacing of a story.

Students will analyze modern and traditional American and multi-cultural texts to understand the theme of success and to analyze the character types as well as the views of success.

Students will use peer guidance to modify and adjust their argument writing for their debate.

Students will identify and use verbals (x, participles, and infinitives).

Students will identify and use passive and active voice.

Students will delineate the different types of irony.

Learning Outcomes (Essential Questions): These are your daily learning outcomes and essential questions

Overarching Essential Questions: What does it mean to be successful? What behaviors promote success? How can a person achieve success?

Activating Strategy (Warm Up): This activity should relate to your lesson for the day, but should be something up for students ready to work on as soon as they get into the classroom.

Journal Prompt: What message is missing from these images?

Brief class discussion.

Direct Teaching& Modeling; Guided Practice (Opening):

Review Standard ELAGSE8RI8:

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.

Using the model text (NY Times article http://www.nytimes.com/2016/01/27/sports/football/super-bowl-spotlight-on-santa-clara-reveals-how-it-has-changed.html?ref=sports), determine the claim and evidence, and whether or not the evidence is relevant, sufficient, or irrelevant.

Work Session: This is the session in which students are working either independently, in groups, or pairs, based on the assignment you want them to complete.

Students work in groups to rearrange the pieces of the article.

Students will determine the claim and evidence of the article