2013-2014 intensive reading (8...

2013-2014 Intensive Reading (8th Grade)

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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)

UNIT TITLE: Nonfiction Literature: Los Americanos (Workshop 9)

UNIT ESSENTIAL QUESTION:

SEMESTER: 1

Grading Period: 1

CONCEPT CONCEPT CONCEPT

Students will take the Scholastic Reading Inventory (SRI) during the first week of school to determine his/her reading ability level

Teachers instruct students via a “Book Walk” (T14)

Teachers will teach students the 90-minute instructional model (1st week of school)

1 week

Students will: o Watch an Anchor Video and answer

questions connecting to the video o Learn new vocabulary terms

1 Day

Students will: o Read Reading 1- Once Upon A

Quinceanera Pages 226-227 o Identify the steps used to identify

an author’s purpose for writing o Evaluate the author’s purpose

based on details in the essay o Use a graphic organizer to identify

the author’s main purpose and organize details that signal the author’s purpose

1 Day

STANDARD(S) STANDARD(S) STANDARD(S)

Students will be tested on a variety of skills within the Reading content area

Build background knowledge about the importance of Latino or Hispanic people living in the US LA.8.1.7.1

Preview the text to activate prior knowledge about the Latino/Hispanic culture LA.8.1.7.8

Respond to questions, stating and supporting opinions with reason LA.8.2.2.2

Preview text features to activate prior knowledge, set a purpose, and to generate questions before reading LA.8.6.1.1

Identify steps to the author’s purpose for writing LA.8.1.7.2

How do the various texts make connections among and distinctions

between individuals and the ideas in the three stories? RI.8.3


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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION

Why is it important to use the Instructional Model in Read 180? SL.8.1

Drawing from background knowledge built at the beginning of this workshop, why did the author write the title of the workshop in Spanish instead of English? LA.8.1.7.2

Based on information from the story, how does the author feel about Quinceaneras? LA.8.1.7.2

VOCABULARY VOCABULARY VOCABULARY

Scholastic Reading Inventory (SRI) Reading Zone Word Zone Spelling Zone Success Zone

Distort Hostile Isolate Precede Ritual

Emulate Author’s Purpose Author’s Point of View

RESOURCES

Read 180 tools: o Rbook Teacher Edition o Rbook Student Edition o Computers (for SRI) &

Headphones w/ microphones o LCD Projector/TV/DVD Player o Headphone CD Players (Audio

Books)

Anchor Video Read 180 tools:

o Rbook Teacher Edition o Rbook Student Edition o Computers (for SRI) & Headphones

w/ microphones o LCD Projector/TV/DVD Player o Headphone CD Players (Audio

Books)

Anchor Video- Reading 1 Read 180 tools

Additional Information

Read 180 Implementation Guide Toolkit (Green Box)

Add vocabulary terms to the Word Wall Red Routine 4: Idea Wave

Add vocabulary terms to the Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Red Routine 3: Think, Pair, Share Novel: The True Confessions of Charlotte

Doyle (1st Nine Weeks)


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Students will: o Read Gracias, Senor Clemente-

Reading 2 [Pages 228-235] o Understand the author’s point of

view o Practice identifying the author’s

purpose in a biography o Identify details that supports the

author’s purpose 2 Days

Students will: o Read Poultrymorphosis- Reading 3

[Pages 236-239] o Identify an unreliable narrator in a

story o Use text marking to find details

that can be used as evidence of an unreliable narrator

5 Days

Students will: o Complete a Word Challenge- Pages

240-241 o Review and use target words

expressively in discussion and in writing

o Use word study strategies such as: Idioms, Latin and Greek Roots

1 Day



Identify details to support the author’s purpose LA.8.1.7.2


Identify details to support the author’s purpose LA.8.1.7.2

Use Latin and Greek Roots LA.8.1.6.1 Use Idioms LA.8.2.1.7


How does the text delineates the argument that Roberto Clemente was a sports hero? RI.8.8

Based on details from the passage, how does the author’s view of chicken create suspense and humor throughout the story? RL.8.6

How does knowing Greek and Latin roots help you understand the meaning of unfamiliar words? L.8.4b


Discrimination Customary Integrity

Metamorphosis

Integrity Isolated Preceded Ritual Distort Metamorphosis Discrimination Hostile

Emulate Customary RESOURCES


Anchor Video- Reading 3 Read180 tools

Read 180 tools


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Add vocabulary terms to the Word Wall Red Routine 3: Think, Pair, Share

Add vocabulary terms to the Word Wall Red Routine 3: Think, Pair, Share Checkpoint/Enrichment:

o Use additional resources from the RDI Book ~or~

o Read and Write Interactive (Glencoe Literature Florida Treasures)

Functional Documents: Consumer Choice Article and Technical Directions and Product Warranty Pages 109-120…Teacher will have to relate text to benchmark for this section (LA.8.1.7.2) ~or~

o Common Core Exemplars: o The Tale of the Mandarin Duck

by Katherine Paterson o Eleven by Sandra Cisneros

Add vocabulary terms to the Word Wall RDI Book 1: Pages 266, 268, & 272


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UNIT TITLE: Nonfiction Literature: Los Americanos (Workshop 9)


SEMESTER: 1

Grading Period: 1


Writing Genre: Literature Critique Pages 242-249

Students will: o Identify elements of the

introduction, body, and conclusion in a Literature Critique

o Analyze the purpose of a Literature Critique

o Brainstorms ideas for a writing prompt and organize ideas for writing

o Write a draft and revise a Literature Critique

o Recognize and correctly use adjectives and adverbs

o Correct Fragments and Run-on sentences

5 Days

21st Century Literacy Pages 250-251 Students will:

o Analyze a company’s website o Evaluate ways to use technology for

communication o Read to find out about the career of

a Graphic Designer o Explore careers in Arts, A/V

Technology, and Communication 1 Day

Wrap-up Project Pages 252-253 Students will:

o Plan and present a storyboard from one scene in the workshop readings

o Write dialogue for the scenes o Provide feedback on peer’s

storyboard 2 Days

How do the various texts make connections among and distinctions

between individuals and the ideas in the three stories? RI.8.3


6


With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5

Determine the text features of a text LA.8.6.1.1

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

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


Drawing on several sources of research, why might someone choose to write a Literature Critique? W.8.7

How do the Company’s Website and the text about the Graphic Designer Matt Dojny help a reader understand this profession? RI.8.3

How can a storyboard sum-up a reading for someone? SL.8.1


Literature Critique Fragment Sentence Adverb Run-on Sentence Adjective

Graphic Designer

Storyboard

RESOURCES

Read 180 tools Read 180 tools Read 180 tools


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Add vocabulary words to Word Wall RDI Book 2: Writing an Opinion Page 116 RDI Book 2: Writing a Review Page 122 RDI Book 2: Adverbs Page 224 RDI Book 2: Correcting Run-on Sentences

Page 242 ~or~ Use the Glencoe Language Arts Course 3:

Grammar and Composition Handbook: o Sentences and Fragments Page 68 o Simple, Compound, and Run-on

sentences 4 o Using Adjectives and Adverbs

page 164

Add vocabulary word to Word Wall Add vocabulary word to Word Wall Rskills Test #5


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UNIT TITLE: Nonfiction- The Cutting Edge (Workshop 7)


SEMESTER: 1

Grading Period: 1


Students will: o Watch an anchor video to build

background knowledge o Relate the Anchor Video to key

concepts o Learn and practice new vocabulary

1 Day

Students will: o Read The Bionic Arm (News Article)-

Reading 1 Pages 174-175 o Identify steps used to find problems

and solutions o Find problems, solution attempts,

and the solution in a news article o Organize information in a problem

and solution graphic organizer 1 Day

Students will: o Read Medical Marvels: Amazing

Inventions That Changed the World (Science Text)- Reading 2 Pages 176-179

o Practice finding problems and solutions in a science text

o Use text marking to identify problems and solutions

1 Day


Preview the text to activate prior knowledge about medical innovations LA.8.1.7.1

Preview Text Features to make predictions about the reading LA.8.6.1.1

Preview Text Features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.6.1.1 & LA.8.1.7.1

Identify problems and solutions in a news article LA.8.2.1.2

Use a graphic organizer to organize information about problem and solution LA.8.1.7.5

Summarize a news article LA.8.1.7.3


Identify problems and solutions in a science text LA.8.2.1.2

Review strategies for finding details in a text

Summarize a science text LA.8.1.7.3

Citing specific evidence from the text, support your analysis of

having a doctor treat you with the newest technology or by using

traditional methods of medicine. RI.8.1


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Based on the video and the preview of the text, what is the central idea of the workshop and how does the author develop this idea over the course of the text? RI.8.2

After reading that Bionic Arms are similar to real arms, how can we assess whether or not the evidence presented in the article is relevant and sufficient? RI.8.8

How are the ideas in The Bionic Arm and Medical Marvels… connected? Use evidence from the two stories to support your answer. RI.8.3


Facilitate Flexible Offset Remote Restore

Undergo Category Enhance

RESOURCES

Read 180 tools Anchor Video- Reading 1 Read 180 tools



Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Create Smartboard activities to enhance

vocabulary instruction

Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think, Pair, Share

Add vocabulary terms to Word Wall Red Routine 8: React and Write


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Students will: o Read Operation Robot (Science

Report)- Reading 3 Pages 180-183 o Apply strategies to find problems

and solutions in a science report o Use text markings to identify

problems and solutions o Review strategies for reading for

details 5 Days

Students will: o Take a Word Challenge Pages

184-185 o Use target words in new contexts,

using the words expressively in discussion and in writing

o Practice word study strategies like dictionary skills and compound words

1 Day

Writing Genre: Expository Essay Pages 186-193


introduction, body, and conclusion in an expository essay

o Analyze the purpose of an expository essay

o Brainstorm ideas for a writing prompt

o Organize ideas for writing an expository essay

o Write a draft to an expository essay

o Revise an expository essay o Identify and distinguish between

subject and object pronouns o Use negatives correctly o Use technology, including the

internet, to produce and publish expository essay

5 Days


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Learn new vocabulary and practice previously taught words LA.8.1.6.1[2,3,5]

Identify problems and solutions in a science report LA.8.2.1.2

Review and interpret a diagram LA.8.6.1.1 Summarize a science report LA.8.1.7.3

Review and apply meaning of target words LA.8.1.6.1

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.2a,b,c,d,e,f

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4


Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1


What inference can be drawn from the text about the reason a doctor would use a robot during surgery? Cite specific evidence from the story. RI.8.1

How does consulting general and specialized reference materials help to clarify meanings to unfamiliar words? L.8.4b

How might a student use an expository essay in a Science or Social Studies class? SL.8.1


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Via Widespread

Enhance Restore Widespread Remote Facilitate Undergo Flexible Offset Category Via

Expository essay Subject Pronouns Object Pronouns Double Negatives

RESOURCES


Read 180 tools Smartboard vocabulary practice Vocabulary Graphics online

http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/literacy/summerinstitute/presentres/secondarylogs-archer.doc

Read 180 tools Smartboard writing practice

Additional Information Add vocabulary terms to Word Wall Red Routine 4: Idea Wave RDI Book 1: Problem and Solution Pages 300-

301 Checkpoint/Enrichment:


From The Diary of Anne Frank Pages 293-318 ~or~

o Common Core Exemplars Little Women (Chapter 2- A

Merry Christmas) by Louisa May Alcott

Sorry Wrong Number by Louise Fletcher (Note: Teacher may have to pull a different version of the exemplar off-line)

RDI Book 1: Using a Dictionary Page 244 RDI Book 1: Compound Words Page 236

Add vocabulary terms to Word Wall RDI Book 2: Expository Writing Pages 86, 92,

110 RDI Book 2: Subject and Object Pronouns Page

212 RDI Book 2: Avoiding Double Negatives Use the Glencoe Language Arts Course 3:

Grammar and Composition Handbook: o Pronouns as Objects of Prepositions

Page 176






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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading

UNIT TITLE: Nonfiction- The Cutting Edge (Workshop 7)


SEMESTER: 1 Grading Period: 1

CONCEPT CONCEPT CONCEPT 21

st Century Literacy- Use a Lab Manual

Pages 194-195 Students will:

o Read and use a lab manual o Synthesize information describing a

scientific procedure o Read to find out about the career of

a medical technologist o Explore careers in Health Science

1 Day

Wrap-up Project- Hold a Debate Pages 196-197 Students will:

o Gather information to support a position

o Understand multiple perspectives o Consider the benefits and risks of an

issue for a debate o Present effectively during a debate

2 Days


Identify aspects of a specific job, including qualifications, prerequisites, and salary LA.8.1.7.3- Details

Synthesize information from a lab manual LA.8.6.2.2

Draw conclusions based on a schedule LA.8.1.7.3

Synthesize information from various readings (LA.8.6.2.2)

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

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 d SL.8.4

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest SL.8.5

Citing specific evidence from the text, support your analysis of

having a doctor treat you with the newest technology or by using

traditional methods of medicine. RI.8.1


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How do you identify conflicting information within a text and what do you do when information on the same topic conflicts? RI.8.9

How do the advantages out-weigh the disadvantages of using different mediums to present a particular idea? RI.8.7


Lab manual Medical Technologist

Prosthetic Robotic surgery system

RESOURCES

Read 180 tools Read 180 tools Set room up for a debate Allow students to research to support their

claims Socratic Seminar: Supporting Claims and

Counterclaims (Teacher resource to view before the debate) https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom


Add vocabulary terms to Word Wall Visit www.careers.org or

www.careerclusters.org for more information about careers

Add vocabulary terms to Word Wall Download Wrap-Up Test FII W7 from SAM

https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom


http://www.careers.org/

http://www.careerclusters.org/


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UNIT TITLE: Nonfiction- Crash! (Workshop 8)


SEMESTER: 1

Grading Period: 2


Activate prior knowledge and build background about the changes in the economy

Use viewing strategies to identify important information

Express and support personal views Preview workshop selections and activate

prior knowledge, relating them to the anchor video key concepts

Learn and practice vocabulary 1 Day

Students will: o Read Money Problems: Is Anybody

Listening?- Reading 1 Pages 200-201 o Identify the steps used to

compare/contrast o Compare and contrast ideas in a

news article o Organize similarities and differences

on a graphic organizer 1 Day

Students will: o Read Too Good to be True?-

Reading 2 Pages 202-205 o Practice comparing and contrasting

ideas in a magazine article o Practice using compare-and

contrast signal words o Use text marking to identify

comparisons and contrasts 1 Day


Build background knowledge about the changes in the economy LA.8.1.7.1

Respond to questions, stating and supporting opinions with reasons and explanations LA.8.6.2.2

Compare and contrast within a text LA.8.1.7.7

Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.6.1.1

Use graphic organizer to compare and contrast information LA.8.1.7.5

Compare and contrast within a text LA.8.1.7.7



What is the central idea and how does the author develop this idea

over the course of the text? Provide an objective summary of the

text. RI.8.2


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After analyzing the photograph on page 198, why do you believe the people look worried? LA.8.1.7.4

Drawing on textual evidence, why might it help someone going through financial troubles to hear that other people have similar problems? Support your answer with an analysis of what the text says explicitly. RI.8.1

Drawing from evidence in the text, what should someone do if they lost a money-making deal? Support your answer with an analysis of what the text says explicitly. RI.8.1


Client Depression Finance Fraud Proprietor

Acknowledge

Ethics Sector

RESOURCES

Anchor Video Read 180 tools Smartboard vocabulary games

Anchor Video- Reading 1 Read 180 tool

Anchor Video- Reading 2 Read 180


Add vocabulary terms to Word Wall Red Routine 1: Teach Vocabulary

Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Red Routine 3: Think-Pair-Share Novel: To Kill A Mocking Bird (2nd Nine

Weeks)

Add vocabulary terms to Word Wall


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Students will: o Read What Goes Up, Must Come

Down- Reading 3 Pages 206-209 o Apply strategies to compare and

contrast ideas in an economics text

o Use text markings to identify comparison and contrast

o Review strategies for finding problems and solutions in a text

o Read and interpret information from a line graph

5 Days


210-211 o Review and use target words in

new contexts, using the words expressively in discussion and in writing

o Practice word study strategies like word families and noun endings

1 Day

Writing Genre: Personal Narrative Pages 212-219

Students will: o Identify Elements of the

introduction, body and conclusion in a personal narrative

o Analyze the form and purpose of a personal narrative

o Brainstorm ideas to a writing prompt

o Organize ideas for writing a personal narrative

o Draft a personal narrative o Edit and revise a personal

narrative o Identify and correctly use

comparative adjectives o Correctly use quotation marks

5 Days


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Compare/Contrast LA.8.1.7.7 Preview text features to activate prior

knowledge, set purpose, and generate questions before reading LA.8.6.1.1


Read and interpret a line graph LA.8.6.1.1

Review and apply meaning of target vocabulary LA.8.1.6.1

Use context clues LA.8.1.6.3 Choose appropriate noun endings

LA.8.1.6.7

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences W.8.3a,b,c,d,e






Drawing on evidence from the text, what is the difference between spending money on something you want and spending money on something you need? Support your answer with an analysis of what the text says explicitly. RI.8.1

After learning that a noun ending can be added to make a plural noun or to change a noun into an adjective, how would you form the plural of nation? LA.8.1.6.7

Based on your experience with Personal Narratives, when might it be appropriate for a student to write this type of essay? Why? SL.8.1


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Inflation Maximize

Proprietor Depression Finance Inflation Sector Ethics Maximize Fraud Client Acknowledge

Personal Narrative Quotation Marks

RESOURCES Anchor Video- Reading 3 Read 180 tools Checkpoint/Enrichment:


Functional Documents: Poster and Contract Pages 247-254

Comparing Literature: from Beowulf and Racing the Great Bear Pages 179-200

Comparing Literature: from Tom Sawyer and Born Worker Pages 57-82 ~or~

o Common Core Exemplars I, Too, Sing America by

Langston Hughes Let America be America Again

(online @ www.poets .org) by Langston Hughes

Read 180 tools Smartboard vocabulary practice Vocabulary Graphics online


Read 180 tools Smartboard activities for writing practice


Add vocabulary terms to the Word Wall

RDI Book 1: Inflectional Endings Pages 119, 260

Add vocabulary terms to the Word Wall Checkpoint/Enrichment:

o RDI Book 2: Personal Narrative Pages 14, 20, 26, 32, 38

o RDI Book 2: Adjective that Compare Page 220 o RDI Book 2: Commas with Quotation Marks

Page 236 o RDI Book 2: Using Dialogue Page 31 ~or~ o Use the Glencoe Language Arts Course 3-

Grammar and Composition Handbook: Adjectives Page 144 Comparative and Superlative

Adjectives Page 149






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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Book)

UNIT TITLE: Nonfiction- Crash! (Workshop 8)




21st Century Literacy- Analyze a Business Ad Pages 220-221

Students will: o Analyze a business advertisement o Make decisions about the

credibility of a pop-up internet advertisement

o Read to find out about the career of a financial planner

o Explore careers in Finance 1 Day

Wrap-up Project: Create a Business Plan Pages 222-223

Students will: o Understand the steps in creating

and proposing a business plan o Ask questions in order to build an

effective business team o State a purpose, assign roles, and

strategize the success of a new business

o Provide feedback on a peer’s business plan

2 Days


Identify aspects of a specific job including qualifications and salary LA.8.2.2.4 & LA.8.6.1.2

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


How is a financial planner’s job similar to an accountant’s? LA.8.1.7.7

Why might a plan be important to a business that’s getting started? LA.8.1.7.3

What is the central idea and how does the author develop this idea

over the course of the text? Provide an objective summary of the

text. RI.8.2


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Financial Planner

Business Plan

RESOURCES

Read 180 tools

Read 180 tools Present Business Plan to class and local

banks




Add vocabulary terms to Word Wall Rskills Test #4




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UNIT TITLE: Nonfiction- Dare to Lead (Workshop 5)


SEMESTER: 1

Grading Period: 2


Preview workshop selections and activate prior knowledge, relating them to the Anchor Video key concepts

Practice vocabulary and generate examples

1 Day

Students will: o Read Reading 1- Rocking for a Good

Cause Pages 114-115 o Identify the steps used to make an

inference o Make inferences based on events in

a news article o Use a graphic organizer to help

make inferences 1 Day

Students will: o Read Reading 2- Richard Anywar: A

Former Child Solider Rebuilds Lives Pages 116-119

o Practice making inferences from details in a profile

o Use text markings to find details that lead to making inferences

o Use a graphic organizer to make inferences

1 Day


View strategies to build background knowledge and activate prior knowledge LA.8.1.7.1

Preview text to activate prior knowledge about leadership LA.8.1.7.8

Learn new vocabulary and generate examples to reinforce meaning LA.8.1.6.1

Identify the steps used to make an inferences LA.8.1.7.3

Preview text features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.1.7.1, LA.8.6.2.2, & LA.8.6.1.1

Use graphic organizers to organize information about making inferences LA.8.1.7.5

Identify the steps used to make an inferences LA.8.1.7.3


Use graphic organizers to organize information about making inferences LA.8.1.7.5

Based on the information presented in the various texts, what do

good leaders have in common? Write an explanatory essay

examining the topic of a good leader and convey ideas as to how

good leaders are similar. W.8.2


23


Based on the information viewed in the video, effectively communicate what you believe a good leader should to be able to do? Collaborate with a partner to build on each other’s ideas and to express your own clearly. SL.8.1

Drawing on evidence from the passage, what might a rock band do to support a good cause and why? RI.8.1

How might Ricky’s childhood experiences have prompted him to help others? Tell how the texts make connections between the events that led up to Ricky helping others. RI.8.3


Framework Mutual Tolerate Ultimate Unify

Diverse

Advocate Aspirations

RESOURCES

Anchor Video Read 180 tools Smartboard vocabulary games




Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary

Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think-Pair-Share

Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share


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Students will: o Read Reading 3- Lessons for the

Leaders of Tomorrow Pages 120-123

o Apply strategies for making inferences

o Use text markings to find details that lead to making inferences

o Review strategies for understanding cause and effect

5 Days




o Practice word study strategies like verb endings and word families

1 Day

Writing Genre: Persuasive Essay Pages 126-133 Students will:

o Identify elements if introduction, body, and conclusion in a persuasive essay

o Analyze the purpose and form of a persuasive essay

o Brainstorm ideas for a writing prompt o Organize ideas for writing a persuasive essay o Write a draft of a persuasive essay o Revise a persuasive essay o Identify and correctly use past-tense forms of

irregular verbs o Use commas correctly o Use technology to produce and publish a

persuasive essay

5 Days


Apply strategies to make inferences from details in a magazine article LA.8.1.7.3


Review strategies for identifying cause and effect LA.8.1.7.4

Review and apply meanings of target vocabulary LA.8.1.6.1

Write arguments to support claims with clear reasons and relevant evidence W.8.1a,b,c,d,e






25


Why do you think Nelson Mandela is one of the leaders profiled in this magazine article? Cite textual evidence that most strongly support your analysis. RI.8.1

How does adding an ending to a verb change its meaning? L.8.1b

Why would someone choose to write a persuasive essay? SL.8.1


Dynamic Reinforce

Reinforce Advocate Ultimate Dynamic Mutual Aspirations Unify Framework Diverse Advocate

Persuasive Essay Irregular Verbs Commas

RESOURCES Anchor Video- Reading 3 Read 180 tools Checkpoint/Enrichment:


Raymond’s Run Pages 1-20 The Tell-Tale Heart Pages 121-

134 Going, Going Green Pages 221-

236 ~or~

o Common Core Exemplars O Captain! My Captain! by Walt

Whitman The People Could Fly by Virginia

Hamilton

Read 180 tools Smartboard vocabulary practice

Read 180 tools Smartboard activities for writing




Add vocabulary terms to Word Wall Checkpoint/Enrichment:

o RDI Book 2: Persuasive Writing Pages 116, 122, 134

o RDI Book 2: Irregular Verbs Page 208 o RDI Book 2: Commas with Introductory Words

Page 232 ~or~ o Use the Glencoe Language Arts Course 3-

Grammar and Composition Handbook: Irregular Verbs Page 113

Using Commas Pages 262, 265, 266


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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Book)

UNIT TITLE: Nonfiction- Dare to Lead (Workshop 5)




21st Century Literacy- Read a Resume Pages 134-135

Students will: o Read and analyze a resume o Set goals that pertain to a

desired career o Find out about the career

counselor o Explore careers in Education and

Training

Wrap-Up Project- Create a Resume Pages 136-137

Students will: o Understand the steps for compiling

career goals and qualifications o Create a resume and present it

effectively o Use a resume to role-play a job

interview


Read and evaluate information from a resume LA.8.2.2.2

Identify aspects of a specific job, including qualifications and salary

Create a resume W.8.4 Communicate thoughts and ideas

effectively through speaking and writing W.8.4, SL.8.1


After examining the resume, analyze why an employer might ask for this information. Cite textual evidence that most strongly support your analysis. RI.8.1

After writing your own resume, analyze why an employer might ask for this information from you. Cite textual evidence that most strongly support your analysis. RI.8.1

Based on the information presented in the various texts, what do

good leaders have in common? Write an explanatory essay

examining the topic of a good leader and convey ideas as to how

good leaders are similar. W.8.2


27


Resume

Career goals

RESOURCES

Read 180 tools

Read 180 tools




Add vocabulary terms to Word Wall Role-play an interview




28


UNIT TITLE: Literature- Love and War (Workshop 6)


SEMESTER: 2

Grading Period: 3


Students will: o Watch an Anchor Video o Build background knowledge

about forbidden love o Learn and use new vocabulary

1 Day

Students will: o Read Barriers- Reading 1 Pages 140-

141 o Identify the speaker/persona of a

poem o Use text marking for repetition in a

poem o Identify the theme of a poem

1 Day

Students will: o Read Romeo and Juliet- Reading 2

Pages 142-157 o Identify the elements in a story

including setting, plot, characters, and theme

o Use text markings to identify elements

o Practice sorting elements in a graphic organizer

8 Days


Use viewing strategies to build background about forbidden love LA.8.1.7.1

Use pre-reading strategies to develop ideas about the effects of rivalry on relationship LA.8.1.7.1

Learn and use new vocabulary LA.8.1.6.1

Preview text structure and figurative language to set a purpose for reading LA.8.1.7.5 & LA.8.2.1.7

Identify speaker/persona, use of repetition, and theme in a poem LA.8.2.12

Learn new vocabulary and practice previously taught words LA.8.1.6.1

Preview story elements and text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.1.7.5

Analyze setting, including setting changes and their effect on character changes LA.8.2.1.2

Analyze story theme to determine the author’s message LA.8.2.1.2

How does the overall theme develop over the course of the text

with the relationship of the characters, the setting, and the plot?

Provide an objective summary of the text. RL.8.2


29


Based on the Anchor Video and prior knowledge, why might two people in love face disapproval of their relationship? SL.8.1

Based on the poem and the anchor video, what kind of barriers, or obstacles, do you think two people from different cultures who are in love might encounter? Cite textual evidence that most strongly support your analysis. RL.8.1

After reading the poem Barriers and the short story Romeo and Juliet, how does the structure of the texts differ and how this structure contribute to the meaning and style of the passages? RL.8.5


Barrier Eloquent Prevail Reluctant Thereby

Persona

Setting Characters Plot Theme Instance Encounter Ally Persuade

Compel

RESOURCES

Anchor Video Read 180 tools Smartboard vocabulary practice





Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Literary Elements Novel: Go Tell it on the Mountain (3rd Nine

Weeks)

RDI Book 1: Analyze Character Pages 306-307 RDI Book 1: Analyze Setting Pages 308-309 RDI Book 1: Analyze Plot Pages 310-311 RDI Book 1: Analyze Theme Pages 312-313 Red Routine 3: Think-Pair-Share Red Routine 4:Idea Wave Red Routine 8: React and Write Checkpoint/Enrichment:


The Medicine Bag Pages 21-40 The Treasure of Lemon Brown

Pages 201-220 ~or~ o Common Core Exemplars

Paul Revere’s Ride by Henry Wadsworth Longfellow


30


Students will:

o Take a Word Challenge Pages

158-159

o Review and use target words in

new contexts, using the word

expressively in discussion and in

writing

o Practice word-study strategies like

synonyms and compound words

1 Day

Writing Genre: Literary Analysis Pages 160-

167

Students will:

o Identify elements in the introduction,

body, and conclusion

o Analyze the purpose and form of a

Literary Analysis

o Brainstorm a Literary Analysis prompt

o Organize ideas for writing a Literary

Analysis

o Draft a Literary Analysis

o Revise a Literary Analysis

o Identify and correctly use subject-

verb agreement

o Use possessive nouns correctly

5 Days

21st Century Literacy: Analyze an Email

Pages 168-169

Students will:

o Analyze an email

o Determine how co-workers

resolve conflict in an email

exchange

o Read to find out about the career

of an international mediator

o Explore careers in Education and

Training

1 Day


Identify and choose appropriate

synonyms and compound words

LA.8.1.6.9




Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking L.8.1

Read and analyze information in a business

email LA.8.6.2.2

Determine conflict resolution in an email

LA.8.2.1.2

Read and explore careers LA.8.6.2.2


31


The author mentions men fighting in the

streets. What is a synonym for fighting

that describes the action? RL.8.4

How would you make sure that a subject

and a verb agree? L.8.1

Evaluate the advantages and

disadvantages of using different mediums

(E.g. emails, text messages, printed texts,

chats, blogs, etc.) to communicate. RI.8.7


Ally Compel

Instance Prevail

Eloquent Reluctant

Barrier Encounter

Thereby Persuade

Literary Analysis

Subject

Verb

Possessive Nouns

Email

International Mediator

RESOURCES

Read 180 tools

Smartboard vocabulary practice

Read 180 tools

Smartboard writing practice

Read 180 tools



o RDI Book 2: Writing an Opinion Page 116 o RDI Book 2: Writing a Review Page 122 o RDI Book 2: Subject Verb Agreement Page 210 o RDI Book 2: Possessive Nouns Page 214

~or~ o Use the Glencoe Language Arts Course 3-

Grammar and Composition Handbook: Making Subject-Verb Agreement

Page 216 Possessive Nouns Page 86






32


UNIT TITLE: Literature- Love and War

(Workshop 6)




Wrap-Up Project: Solve Problems Pages

170-171

Students will:

o Analyze and take notes on

potential solutions to a problem

o Solve problems by analyzing

benefits and risks of possible

solutions

o Present expert advice through

role play

o Provide feedback on a peer’s

advice


Solve problems with solutions LA.8.2.1.2

How does the overall theme develop over the course of the text

with the relationship of the characters, the setting, and the plot?

Provide an objective summary of the text. RL.8.2


33


How does your peer’s advice reveal

different aspects of the character?

RL.8.3


Benefits

Risks

RESOURCES

Read 180 tools



Role-play a talk show

Rskills Test #3


34


UNIT TITLE: Literature- What Lies Beneath (Workshop 3)


SEMESTER: 2

Grading Period: 3


Students will: o Use viewing strategies to build

background knowledge about good and bad in human nature

o Use pre-reading strategies to build background knowledge about the personalities of people present and the ones they hide

o Preview genre to make predictions o Respond to questions stating and

supporting opinions with reason o Learn and use new vocabulary

1 Day

Students will: o Read The Strange Case of Dr. Jekyll

and Mr. Hyde- Reading 1 Pages 56-71

o Identify elements of a short story o Practice sorting elements on a

graphic organizer o Practice analyzing the setting, plot,

and theme of a short story o Use text marking to identify story

elements o Review strategies for identifying

sequence of events 2-3 Days

Students will: o Read Shadow Watcher- Reading 2

Pages 72-73 o Analyze the speaker/persona in a

poem o Describe the mood in a poem o Analyze figurative language in a

poem 5 Days


Use strategies to build background knowledge LA.8.1.7.1

Make predictions LA.8.1.7.3 Learn and use new vocabulary LA.8.1.6.1

Preview story elements and text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.2.1.2 & LA.8.6.1.1

Analyze story elements LA.8.2.1.2 Use a graphic organizer to organize

information around story elements LA.8.1.7.5

Identify the speaker/persona in a poem LA.8.2.1.3

Determine mood in a poem LA.8.2.1.7 Analyze figurative language in a poem

LA.8.2.1.7

How does the theme- in relation to the characters, plot, and setting-

develop over the course of the two texts? Provide an objective

summary. RL.8.2


35


What do you believe the phrase “hidden dark side” refers to in the passage? How does this specific phrase impact the tone of the text? RL.8.4

How do the two characters, Dr. Jekyll and Mr. Hyde, point of view differ and how do these differences create suspense for the reader? RL.8.6

Why did the author choose to call the poem “Shadow Watcher?” How does this specific choice of words help the reader to understand the author’s tone? RL.8.4


Awe Character Interlude Prior Render

Embody Perpetual Devise Trivial Mood Classic

Figurative language

RESOURCES

Anchor Video Read 180 tools




Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 4: Idea Wave

Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think-Pair-Share Red Routine 8: Read and Write

Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share RDI Book 1: Analyze Character Pages 306-307 RDI Book 1: Analyze Setting Pages 308-309 RDI Book 1: Analyze Plot Pages 310-311 RDI Book 1: Analyze Theme Pages 312-313 Checkpoint/Enrichment:


Icarus and Daedalus Pages 135-144 The People Could Fly Pages 47-56 Saying Yes AND Who Can be Born

Black Pages 41-46 ~or~ o Common Core Exemplars

Black Ships Before Troy: The Story of Iliad by Rosemary Sutcliff

The Adventures of Tom Sawyer- from Chapter 2 “The Glorious Whitewasher” by Mark Twain


36


Students will: o Take a Word Challenge Pages 74-

75 o Review and use target words in

new contexts o Practice word study strategies like

prefixes and suffixes 1 Day

Writing Genre: Descriptive Writing Pages 76-81

Students will: o Write a descriptive essay o Identify form, audience, and

purpose for writing o Brainstorm ideas from a writing

prompt o Write a draft to a writing prompt o Revise and edit a descriptive essay o Correct Run-on sentences o Use correct word order o Produce and publish a descriptive

essay 5 Days

21st Century Literacy: Visit a Fan Website Pages 82-83

Students will: o Read a fan website o Analyze elements of internet

media o Read to find out about the career

of a Webmaster o Explore careers in Information

Technology 1 Day


Review and apply meaning of target vocabulary LA.8.1.6.1

Identify and choose appropriate prefixes and suffixes LA.8.1.6.8

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.2





Read and analyze internet media Explore careers in Information Technology


37


What does adding a prefix or suffix to a word do to its meaning? L.8.1

With a peer, discuss why a person would write a descriptive essay. SL.8.1

Should a fan website include the viewpoint of people who are not fans of the topic? Why or why not? Collaborate with a group to discuss your reasoning. SL.8.1


Awe Interlude Classic Render Devise Character Perpetual Embody Trivial Prior

Descriptive Paragraph Run-on sentence Order of words

Webmaster

RESOURCES

Read 180 tools

Smartboard vocabulary practice

Read 180 tools

Smartboard writing practice

Read 180 tools



o RDI Book 2: Descriptive Writing Pages 44, 50, 56, 62

o RDI Book 2: Correcting Run-on Sentences Page 242

o RDI Book 2: Using Correct Word Order Page 192 ~or~

o Use the Glencoe Language Arts Course 3- Grammar and Composition Handbook:

Simple, Compound, and Run-on Sentences Page 74






38

COURSE CODE: COURSE NAME:

UNIT TITLE: Literature- What Lies Beneath (Workshop 3)




Wrap-Up Project: Create a Webpage Pages 84-85

Students will: o Create a social networking page

using clear language that reflects the purpose and audience of the media

o Take notes on details demonstrating qualities of a fictional character

o Organize information about a character into a Web page

o Provide feedback to peer’s social networking page


Create a social networking page using clear language that reflects the purpose and audience of the media W.8.4

Provide feedback to peer’s social networking page SL.8.1


Why is it important to know your audience when creating a webpage? SL.8.1

How does the theme- in relation to the characters, plot, and setting-

develop over the course of the two texts? Provide an objective

summary. RL.8.2


39


Webpage

RESOURCES

Read 180 tools


Add vocabulary terms to Word Wall Have students to create a webpage

online (If applicable)


40


UNIT TITLE: Nonfiction- The Science of Happiness (Workshop 4)


SEMESTER: 2

Grading Period: 3-4


Students will: o Use viewing strategies to build

background knowledge about what makes us happy

o Preview the text to activate prior knowledge about happiness

o Preview text features to make predictions about the reading

o Learn and use new vocabulary 1 Day

Students will: o Read Three Keys to Happiness-

Reading 1 Pages 88-89 o Identify the steps used to find cause

and effect o Find cause and effect in a news

article o Use a graphic organizer to show

cause and effect relationships 1 Day

Students will: o Read The Emotion Doctor- Reading

2 Pages 90-93 o Practice identifying cause and

effect in a profile o Use text marking to identify cause

and effect o Use a graphic organizer to organize

causes and effects 1 Day


Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.6.1.1

Respond to questions, stating and supporting opinions with reasons and explanations LA.8.2.2.2

Learn new vocabulary LA.8.1.6.1


Determine cause and effect LA.8.1.7.4 Use a graphic organizer LA.8.1.7.5


Determine cause and effect LA.8.1.7.4 Use a graphic organizer LA.8.1.7.5


Citing on evidence from the video and the text, why do you think being with others make people happy? RI.8.1

Examine the photo and tell what it suggests about happiness? How does it connect to the message conveyed in the article? RI.8.3

Citing specific evidence from the text, what leads to happiness and why do these things cause a person to be happy? RI.8.1

How do the three articles make connections among the idea that

studying the brain help scientist understand what makes people

happy? RI.8.3


41


Perceive Secrete Psychology Stress Trait

Inclined Circuit Cite

RESOURCES

Anchor Video Read 180 tools Smartboard vocabulary activities

Anchor Video- Reading 1 Read 180 tools Smartboard cause and effect activities

Anchor Video- Reading 2 Read 180 tools Smartboard cause and effect activities



Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think-Pair-Share Novel: A Raisin in the Sun (4th Nine

Weeks)

Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Red Routine 8: React and Write


42


Students will: o Read Your Brain’s Social Life-

Reading 3 Pages 94-97 o Apply strategies to find cause

and effect in a science text o Use text marking to identify

cause and effect o Review strategies for finding

the main idea 5 Days

Students will: o Take the Word Challenge

Pages 98-99 o Review and use target words in

new context, using the words expressively in discussion and in writing

o Practice word study strategies like context clues and multiple meaning words

1 Day

Writing Genre: Expository Summary Pages 100-107


introduction, body, and conclusion in an expository summary

o Analyze an expository summary o Brainstorm a writing prompt o Organize ideas for writing an

expository summary o Draft an expository summary o Revise an expository summary o Use correct verb tenses o Use commas in a series

5 Days



Determine cause and effect LA.8.1.7.4 Determine main idea LA.8.1.7.3

Review target words in new context LA.8.1.6.1

Context clues LA.8.1.6.3 Multiple Meaning Words LA.8.1.6.9







43


Citing specific evidence from the text, why might happiness be something that you can “catch?” Support your analysis explicitly with what the text says. RI.8.1

How is the word “catch” being used in the following sentence: You can catch happiness the way you can catch a cold. RI.8.4

With a peer, discuss why a person would write an expository summary. SL.8.1


Heredity Interact

Psychology Circuit Interacted Trait Cite Secrete Stress Inclined Perceive Heredity

Expository summary Verb tense

RESOURCES


Read 180 tools Smartboard vocabulary activities

Read 180 tools Smartboard writing activities

Additional Information Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Red Routine 4: Idea Wave RDI Book 1: Cause and Effect Pages 296-297 Checkpoint/Enrichment:


Time: On Top of the World Pages 163-172

~or~ o Common Core Exemplars

Little Women: from Chapter 3 “A Merry Christmas” by Louisa May Alcott

Letter on Thomas Jefferson: from Chapter 6- Declaration Independence 1775-1776 by John Adams


o RDI Book 2: Book Synopsis Page 98

o RDI Book 2: Verb Tense Pages 200, 202, 204, 206, 208, 210

o RDI Book 2: Using Commas in a Series Page 238 ~or~


Present and Past Tense Page 103

Using Commas I, II, III Pages 262, 265, 266


44


UNIT TITLE: Nonfiction- The Science of Happiness (Workshop 4)


SEMESTER: 2 Grading Period: 3-4


21st Century Literacy: Read a Blog Page…Pages 108-109

Students will: o Read and comprehend a blog

page o Analyze information online o Read and find out about the

career of a psychologist o Explore careers in Education and

Training 1 Day

Wrap-Up Project: Write an Email Pages 110-111

Students will: o Understand the steps for delivering

a proposal o Brainstorm in a group and ask

questions o Write an email to make a

recommendation o Provide feedback on a peer’s

writing 2 Days


Analyze a blog and explore careers Write an email and provide feedback to peers


What are the advantages of blogging an important topic, as oppose to sending a text message? RI.8.7

Why is it essential to know your audience when you email?


Blog Psychologist

Email

How do the three articles make connections among the idea that

studying the brain help scientist understand what makes people

happy? RI.8.3


45

RESOURCES

Read 180 tools

Read 180 tools


Add vocabulary terms to Word Wall Add vocabulary terms to Word Wall Rskills Test #2


46


UNIT TITLE: Nonfiction- Who’s Watching You (Workshop 1)


SEMESTER: 2

Grading Period: 4


Students will: o Build background knowledge

about o Learn and use new vocabulary

Students will: o Read Too Much Information-

Reading 1 Pages o Identify the steps used to find the

topic, main idea, and details o Find the topic, main idea, and

details of a news article o Organize information around the

main idea in a graphic organizer

Students will: o Read Spy Gadgets- Reading 2 Pages o Practice finding the topic, main

idea, supporting details in a magazine article

o Use text marking to identify main idea and details


Preview the text to activate prior knowledge about the benefits and risks of technology LA.8.1.7.1

Preview the text to activate prior knowledge about the benefits and risks of technology LA.8.1.7.1

Practice identifying the topic, important details, and main idea of a new article LA.8.1.7.3


Practice identifying the topic, important details, and main idea of a text LA.8.1.7.3


How does technology help keep us safe? SL.8.1

Why is sharing information online inevitable? Cite textual evidence to support your stance. RI.8.1

In what ways are surveillance cameras helpful? In what ways are they invasive? Cite specific evidence from the reading to support your claim. RI.8.1


How can technology be used to help someone and to harm

someone? Analyze the three texts on the conflicting topic. RI.8.9


47

Anonymous Inevitable Legitimate Scope Surveillance

Authorize Potential

Transform Comply Justify

RESOURCES

Read 180 tools




Add vocabulary terms to the Word Wall Red Routine 1: teaching Vocabulary

Add vocabulary terms to the Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Reading Red Routine 3: Think-Pair-Share

Add vocabulary terms to the Word Wall Red Routine 3: Think-Pair-Share Red Routine 8: React and Write


48


Students will: o Read Cyber Safety- Reading 3

Pages o Apply strategies to identify the

topic, main idea, and details in a life issues features

o Use text markings to identify main idea and details

o Review strategies for reading for details

5 Days

Students will: o Take the Word Challenge- Pages o Review and use target words in


o Practice word study strategies like multiple-meaning words and dictionary skills

1 Day

Writing Genre: Expository Writing- Pages Students will:

o Identify elements of the topic sentence, detail sentence, and concluding sentence in an expository writing

o Identify the form, audience, and purpose of writing

o Brainstorm ideas for writing using a graphic organizer

5 Days



Apply strategies for finding the main idea and details of a life issue features LA.8.1.7.3

Review and apply meaning of target vocabulary LA.8.1.6.3 & LA.8.1.6.9







How could socializing online be dangerous? Cite specific evidence from the text to support your claim. RI.8.1

How do multiple meaning words strategies help you when reading? SL.8.1

How does technology benefit your life? W.8.2a, b, c, d, e, f


49


Violation Pitfalls Visuals

Anonymous Violation Scope Copy Inevitable Transform Authorize Surveillance Visualize Legitimize

Expository Subject Predicate

RESOURCES


Read 180 tools Smartboard activities

Read 180 tools Smartboard activites


Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Red Routine 4: Idea Wave RDI Book 1: Read for Details Pages

288-289 RDI Book 1: Main Idea and Details

Pages 292-293 Checkpoint/Enrichment:


The People Could Fly- Pages 47-56

From I Know Why the Caged Bird Sings- Pages 83-98

Huge, Freed Pet Pythons invade Florida Everglades- Pages 99-108 ~or~

o Common Core Exemplars

Astronomy & Space: From the Big Bang to the Big Crunch Edited by Phillis Engelbert

Freedom Walkers: the Story of the Montgomery Bus Boycott by Russell Feedman

*Note: Teacher will have to make connection between the skills taught in the workshop with the text.

Add vocabulary terms to Word Wall RDI Book 1: Multiple-Meaning Words

Pages 240 RDI Book 1: Using the Dictionary

Pages 244


o RDI Book 2: Expository Writing Pages 86, 92, 104, 110

o RDI Book 2: Types of Sentences Page 186

o RDI Book 2: Correcting Sentence fragments ~or~


Kinds of sentences- Page 66

Sentences and Sentence fragments- Page 68


50


UNIT TITLE: Nonfiction- Who’s Watching You? (Workshop 1)




21st Century Literacy- Evaluate a Social Networking Site Pages 28-29

Students will: o Evaluate a social networking

site o Evaluate risks and rewards of

sharing information online o Read to find out about the

career of a surveillance agent o Explore careers in law

enforcement

Wrap-up Project- Justify Arguments Pages 30-31

Students will: o Present an effective debate using

clear language that considers the audience

o Justify arguments with relevant examples, facts, and anecdotes

o Provide feedback on a peer’s argument


Read and use information from a social networking site LA.8.1.7.3

Present and justify an argument SL.8.4 & W.8.4

Hold a debate SL.8.4


What are some ways people use networking sites? SL.8.1

Think about the safety and privacy at your school. Is there too much surveillance, or not enough? Hold a debate in which one side argues for more surveillance, while the other side argues for less. SL.8.4 & W.8.4

How can technology be used to help someone and to harm

someone? Analyze the three texts on the conflicting topic. RI.8.9


51


Social networking Debate Surveillance

RESOURCES

Read 180 tools

Read 180 tools Socratic Seminar: Supporting Claims and

Counterclaims (Teacher resource to view before the debate) https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom



Add vocabulary terms to Word Wall SAM Keyword: Wrap-up Test FII W1




52

COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 book)

UNIT TITLE: Nonfiction- China in the 21st Century (Workshop 2)




Students will: o Preview the workshop selections

and activate prior knowledge, relating them to anchor Video key concepts

o Learn and practice new vocabulary

1 Day

Students will: o Read A Chance to Shine- Reading 1

Pages 34-35 o Identify the steps used to find a

sequence of events o Find the sequence of events in a

news article o Organize the sequence of events in

a graphic organizer 1 Day

Students will: o Read From Farm to Factory-

Reading 2 Pages 36-39 o Practice finding sequence of

events in a magazine article o Practice using signal words to

identify sequence of events o Use text markings to identify

sequence signal words 1 Day


Preview the text and activate prior knowledge about China’s economic growth LA.8.1.7.1

Preview text features to make predictions LA.8.6.1.1 & LA.8.1.7.3


Sequence of events LA.8.1.7.3 Graphic organizer LA.8.1.7.5


Sequence of events LA.8.1.7.3


Based on the video and the text, how do changes in China affect your life? SL.8.1

Why might it have been important for China to “shine” at the Olympics? SL.8.1

How is working in a city different from working on a farm? Cite specific evidence from the text to support your answer. RI.8.1 & SL.8.1

How has China’s economic growth affected its citizens and the way

China interacts with the rest of the world? Cite textual evidence to

support your answer. RI.8.1


53


Commodity Consume Philosophy Prosper Province

Pollution

Outcome Perspective

RESOURCES

Anchor Video Read 180 tools Smartboard activities

Anchor Video- Reading 1 Read 180 tools Smarboard activities

Anchor Video- Reading 2 Read 180 tools Smarboard activities



Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Red Routine 3: Think-Pair-Share

Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share


54


Students will: o Read The Story Behind “Made in

China”- Reading 3 Pages 40-43 o Apply strategies to find sequence

of events in a social studies text o Use text markings to identify

sequence details o Review strategies to finding main

idea and details 5 Days

Students will: o Take the Word Challenge- Pages


new context, using the words expressively in discussion and in writing

o Practice word study strategies like synonyms and antonyms

1 Day

Writing Genre: Narrative Writing- Pages 46-51

Students will: o Identify elements of the topic

sentence, details sentences, and conclusion in a narrative piece

o Brainstorm ideas for a narrative prompt

o Write a draft of a narrative piece o Revise a narrative piece o Identify and correct sentence

fragments o Identify and correctly use capital

letters 5 Days



Sequence of events LA.8.1.7.3

Review and apply meaning to target vocabulary LA.8.1.6.3 & LA.8.1.6.9

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, well-structured event sequences W.8.3






55


Why is China considered an economic superpower? Use textual evidence to support your answer. RI.8.1

It says that Zan clashed with her boss. What are some synonyms for clashed that could also be used here? SL.8.1 & L.8.4

Why would someone write a narrative essay? SL.8.1


Contemporary Attain

Commodity Philosophy Pollution Outcome Attain Perspective Consumes Prosper Province Contemporary

Narrative Sentence fragment Capital letter

RESOURCES


Read 180 tools Read 180 tools


Add vocabulary terms to Word Wall Red Routine 4: Idea Wave Checkpoint/Enrichment:


Functional Documents: Consumer Choice Article AND Technical Directions AND Product Warranty Pages 109-120 (Will have to point out sequence of events in these texts) ~or~

o Common Core Exemplars Cathedral: The Story of its

Construction by David Macaulay

The Evolution of the Grocery Bag by Henry Petroski

Add vocabulary terms to Word Wall RDI Book 1: Synonyms Page 26 RDI Book 1: Synonyms Page 26


o RDI Book 2: Narrative Writing Pages 20, 26, 32, 38

o RDI Book 2: Correcting Sentence Fragments Page 234

o RDI Book 2: Common and Proper Nouns Page 194 ~or~


Sentences and Sentence Fragments- Page 68

Kinds of Nouns- Page 66


56


UNIT TITLE: Nonfiction- China in the 21st Century (Workshop 2)




21st Century Literacy: Use a Search Engine Pages 52-53

Students will: o Analyze search engine results o Evaluate online sources of

information o Read to find out about the

career of a translator o Explore careers in Education

and Training

Wrap-up Project: Plan and Present a Slide Show Pages 54-55

Students will: o Understand the steps for

delivering a presentation o Gather information and present

effectively o Plan and present a slide show

about changes in China o Provide feedback on a peers

presentation


Evaluate sources of information LA.8.6.2.2 Plan and present a presentation SL.8.1 & SL.8.5


What kinds of information do people use search engines to find? SL.8.1

How is China changing? SL.8.1


Search engine Translator

Slide show

How has China’s economic growth affected its citizens and the way

China interacts with the rest of the world? Cite textual evidence to

support your answer. RI.8.1


57

RESOURCES

Read 180 tools Read 180 tools


Add vocabulary terms to Word Wall Add vocabulary terms to Word Wall Allow students produce and present

power point presentation Rskills #1