8th grade week of aug. 27 lessons - springfield public schools … grade week of... ·...

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Stacey Chavours _August 27, 2012 Room 212 _____ 8th Grade Language Arts

Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.8.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Materials: list that’ personal, specific, diverse and unpretentious: ideas from your own experience that will inspire students to generate their own ideas. Overhead transparencies of Jed and Marnie’s first day writing territories lists; Trimmed photocopies of collecting your writing territories for students to tape into notebook; Glue or Tape; Bell-ringer: 15 minutes – Silent read. Procedures: 10 minutes: Procedures – Processing and take notes on BIST Cornell Paper Reading: 15 minutes -‐ Pass out step by step reading log. Discuss how to write a summary of reading –show 5 finger Chart. Pass out questioning Costa’s house. Together, use elmo and fill out reading log. Reading log goes into their binder. Pass out Writer’s Notebook and Table of Contents. Have students glue Table of Contents into their Writer’s Notebook on the first page. Write down: p. 2 What Poetry Can Do List; p. 4 Writing Territories; p. 6 Questions to Mine Your Heart; p. 8 Ideas for Writer’s Notebook; p. 11 What’s In My Journal; p. 12 Rules for Writer’s Workshop; p. 13 Freewriting Rules; p. 15 Questioning Strategy – Costa’s House; p. 16 4 Square Card; p. 17 Exit Card Template Vocabulary: 20 minutes: Give out the 4 square vocabulary sheets and paste on p. 16. Complete a vocabulary card together using the word procedure – an official way of doing something – strategy for synonym and difference for antonym. Show students how to complete a 4 square vocabulary card using a think-‐aloud on the overhead. Explain to students that in order to understand new vocabulary, they need to know what makes up a word’s definition. Students should ask themselves “What is it?” in order to know the definition. Tell them developing a vocabulary map provides another way to elaborate on important concepts. Tell them that expanding definitions helps students attain a better meta-‐cognitive awareness about how well they know a concept. Ask: “If you can’t map a word, what does that tell you about how well you understand the word? Why does mapping a word lead to long term retention of the concept?” Pass out the steps to completing a vocabulary map. Students should complete a card. Writing: 10 minutes – Writing Territories – Discuss the process of writing. Show students my list and other sample lists. Allow students to tape the collecting your writing paper into notebook. Have students write their lists in their writer’s notebook. Literature: 25 minutes – Continue Elements of Literature plot powerpoint Exit Pass – Pass out exit pass template for students to paste in their Writer’s Notebook. Discuss how to fill it out.

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Stacey Chavours _____ _August 28, 2012 Room 212 ________ __8th Grade Language Arts

Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Library Vocabulary: 10 minutes – Vocabulary card Vocabulary Lesson: 15 minutes Display these words: ad-‐(to; motion toward) bin-‐ (two) admit binary addict binoculars adhere binomial admit Say: “Most words in English are made by combining prefixes and suffixes with base words and word parts from Greek and Latin. Greek and Latin were languages spoken over 2,000 years ago. This year, we’re going to be learning more about the most important prefixes, suffixes, and Greek and Latin roots in the language. If you know these words parts, you will be able to read thousands of words in English. You will also be able to figure out the meanings of thousands of words in English, too!”

1. Write the word admit on the board/overhead/lumens. Ask the students, “If a person must admit something, what does that mean? So, if it to welcome, what do you think the prefix ad-‐means?”’

2. Write the word binary on the board. Ask the students, “If the prefix bin-‐means, two, what do you think the word binocular means?”

3. “The prefix ad-‐ also means to motion toward. Have you ever heard someone referred to a drug addict? If ad-‐ means motion toward, what do you think the word addict means?”

4. “Now let’s say we ran into this sentence when we were reading about a scientific word named binary.” Write the following sentence on the overhead:

a. The scientist used the binary numeral system. “How can we figure out what the word binary means?” Discuss with the students how they can combine the meaning of bin-‐ with the word form and together with the rest of the sentence, figure out the meaning. A key idea here is the “numeral system.” 5. “There are two things you’ll be doing in your writer’s notebook today: First, write down your

definition for ad-‐. Then, write down our definition for bin-‐.” Poetry and Writing: 10 minutes Maybe Dats Youwr Pwoblem Too by Jim Hall Say, “Last week we began to glimpse what poetry can do as a genre and to understand that its subjects are limitless. Today’s poem is so bizarre I don’t even have a guess as to how Jim Hall came up with the subject or the person. A persona is an imagined speaker. The speaker Jim Hall images for this poem is Peter Parker, aka Spiderman, but with a couple of twists: here, Peter is sick to death of the boring routine of a superhero’s life, plus, well, Spiderman has a speech impediment.”

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The voice should be read aloud as written: prepare to become a hyper-‐emotive Elmer Fudd. Discuss: The repetition of Spiderman creates a cadence or rhythm. The conclusion the last six lines convey the poem’s theme: each of us is who we are, and none of us can burn our suits/identities. Say, “Go back into this funny poem on your own, read it to yourself, and sound its words in your head. This time, please underline your favorite lines – the ones that struck you. Then, would you look for and mark the lines that sum up what this poem is about: what is Jim Hall getting at in this deranged monologue?” Students should freewrite for five minutes either a poem or prose. Tell them to adopt a persona – choose someone from popular culture, a fairy tale, a myth, a legend – then explore what his or her life is really like in a poem. 10 minutes—Heart Map Literacy: 25 minutes – Finish powerpoint for Elements of Literature plot 5 minutes—review BIST 1 minute exit card Exit Pass: What makes a good plot? What is the most important thing I learned? How can I use this in other classes? Summarize the events in class.

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Stacey Chavours ____ _August 29, 2012 Room 212 ______ ____ 8th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 20 minutes: Library Poetry and Writing: 15 minutes Footsteps to Follow by Kelli Carter Say, “We’ve been learning that poems can be about anything. Today we’ll begin a new conversation about what poems can be good for: why people write them, what poems do for poets, and what poetry does for people who read it. Kelli was an eighth-‐grade poet who adored a certain children’s book author. He lived in her state and spent a lot of time in local schools, including Kelli’s, giving readings and working with kids on their writing. And suddenly, one morning, there he was in the headlines of the local newspaper. He’d been arrested, charged with molesting little boys and girls. Kelli’s response to the bad news about her favorite author was a poem. He wrote it on the bus on the way to school, tore it out of her notebook, folded it about twenty times, and left it on her teacher’s desk. Tell them as I read the poem to look at the use of questions – seven of them – to create cadence, build a theme, and suggest the poet’s confusion. Look at the simple, direct language that gives the poem its emotional power: Where have all the good guys gone? Students should reread the poem and mark the lines you’d like to talk about. Also, speculate about why you think Kelli wrote this: what might naming and shaping her feelings in a poem have done for her? Discuss. Discuss the way the pause after little in the second to last line gives the word a double meaning, about the loss of childhood innocence. Discuss because of the coded nature of poetry, Kelli can write about what happened and convey her anguished response to it indirectly. The heroes on horseback, knights, and Lone Rangers function as symbols for the children’s author. Discuss how this poem fits into our hero unit. For 5 minutes freewrite a poem your own strong emotions about a situation that troubles you: use a poem to help you capture, define, and get some control over what hurts. Procedures: 5 minutes Review BIST Vocabulary: 20 minutes Roots acid/acri (bitter, sour) and corp (body) Say, “We’ve said that so many words in English come from Latin and Greek, two languages that were spoken over 2,000 years ago. Now, we’ll being looking at roots. Roots usually cannot stand by itself as a word, but is a very important part of a word. We know we’ve probably found a root in a word when we take off all of the prefixes and suffixes we can and are left with something that doesn’t look like a word. For instance, look at these two words.” Acidity Corpse Write the words acidity and corpse on the overhead. “With acidity, we can take off the suffix ity which means state of and we have the word acid. With

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corpse, we can take off se and what do we have left? Right! corpse. If you put it together it means the state of being bitter. Corpse means a body – especially dead body.” Tell students to write the definition and the two examples in their Reader’s Notebook. Literacy: 30 minutes Elements of Literature p. 2 – Plot and The Wise Old Woman partner read and answer the active reading questions in the margin. Exit Pass

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Stacey Chavours _August 30, 2012 Room 212 ___ ___ 8th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.8.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Bell-‐ringer: 10 minutes – silent read; affix acid and corp; and unknown word Poetry and Writing: 15 minutes SIMS: The Game by Elizabeth Spires Say, “Today we’re back in poems can be about anything territory. This poem knocked me out for at least ten reasons. At the top of my list was imagining your reactions to it. How many of you have ever played the computer simulation game The Sims? . . . I figured as much. I think you’re going to appreciate “Sims: The Game” and Elizabeth Spires’ take on how a little kid might interpret the version of grown-‐up life it presents.” “The persona of the speaker is a child, for whom the poet creates sincere, childlike diction and emotions. Pay attention to the use of white space to reinforce the voice – to create childlike pauses and emphases – and the lack of punctuation. The use of stanza breaks to signal and set off categories of information, which function here much as paragraphs do in prose. The use of irony : the humorous differences between real life and the version of real life simulated in SIMS.” Read the poem aloud. Tell students to go back into this poem on your own and mark the lines that strike you as funny. Then, we’ll talk about Spires’ use of irony to create humor – about the distance between the child’s vision of adult life and the real thing. Discuss. Ask students where the irony was and have them mark the text and write “irony.” Say, “Something you can do as an adolescent poet is adopt a childlike persona and create your own ironic situation: speak in a little kid’s voice about something a little kid doesn’t’ fully understand yet, but you do. Write your poem in your writer’s notebook.” Give them five minutes to write. Vocabulary: 10 minutes Suffixes –ary (of; like; relating to) and –ive (of; relating to; belonging to) Write the following words on the board: honor and act. Say, “Any ideas about the meaning of honor and act?” “So what does honorary mean? Active?” Say, “Write down the definition for –ary and –ive in your writer’s notebook.” Literacy: 15 minutes— Continue with The Wise Old Woman. Exit Pass

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Stacey Chavours August 31, 2012 Room 212 _____8th Grade Language Arts Essential Question: How do readers use the elements of plot to create a quality summary? Standard: RL.8.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Bell-ringer: 15 minutes – Reading log and silent read and affix ary and ive. Vocabulary: 10 minutes – Vocabulary card Poetry: 10 minutes Today’s poem shifts gears again. I’d call it a poem of social consciousness. It’s about contemporary American society – about the world we live in and whether it’s the world we want to live in. Something else a poem can do is draw back, show us the bigger picture of our lives, and ask what’s wrong here? I want you to notice the form: unrhymed couplets: stanzas of two line s each. The form: the poem is one long interrogative sentence; the only end-‐stop punctuation is the question mark after the last line. Sensory language that readers can see and hear. The use of specific brand names to represent contemporary consumerism. The tone: conversational and informal at some points, and rich with figurative language at others. The theme, which is especially clear in the final seven stanzas: how middle-‐class Americans use stuff and noise to dull our social consciousness – our awareness of others who are suffering and need our help. Read the poem out loud. Please go back into this powerful poem on your own and mark its most important lines: the lines where you think the poet’s meaning – about what’s wrong with America today – is strongest. Discuss. Write a poem about what’s not right about the society we live in, protest it, even show how it could be different. Literature: 10 minutes Finish Wise Old Woman. 20 minutes – Introduce literature circle autobiography books and talk about them. Pass out the literature circle sheets and discuss. Pass out a tub with each book for them to preview and use the five finger rule. On a sheet of paper they should write their name and list the book they want to read. They should write two more books they want to read. Exit Pass

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© 2002 by Nancie Atwell from Lessons That Change Writers(Portsmouth, NH: Heinemann)

Jed’s First Day Writing Territories List Lesson 1

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Marnie’s First Day Writing Territories List Lesson 1

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Collecting Your Writing Territories Lesson 1

memories: early, earlier, andrecent

obsessions

idiosyncrasies

problems

dreams

itches

understandings

confusions

passions

sorrows

risks

accomplishments

fears

worries

fantasies

family, close and distant

friends, now and then

fads

favorites, now and then

pets, now and then

teachers, now and then

places: school, camp, trips, timesaway with friends and relatives

hobbies

sports

games

music

books

poems

songs

movies

writers and artists

food

pet peeves

beloved things—objects andpossessions—now and then

all the loves of your life

In Collecting Your Writing Territories, Consider . . .

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Literature Circles:

Students will meet at least twice per week. Each student will have a specific role. Everyone will

get a chance to work in each role at least once. The roles are numbered (1-5). Students will

draw numbers to determine initial roles.

All groups will have discussion roles for literature circles. The roles are discussion director,

quote finder, illustrator, seed maker, and vocabulary expert.

1. The discussion director (role #1) leads the group in discussion of higher level questions

developed by the student. She takes notes during the meeting and makes sure that every group

member participates in discussion.

2. The quote finder (role #2) finds important and memorable sections and/or quotes to read

out loud to the group. He writes down important passage and the reasons why this passage is

important or marks important passages with sticky notes along with notes about why the

passage is important.

3. The illustrator (role #3) provides graphic or artistic response to the text through drawings,

pictures, or political cartoons. She explains the graphic to the group.

4. The seed maker (role #4) prepares a brief, written summary (at least 1 full paragraph) of

the assigned reading. He presents to the group.

5. The vocabulary expert (role #5) finds and shares complicated or important words. He

includes at least 5 words from the reading and their definitions. He explains how the words

were used in the text.

The progression of role assignments for succeeding discussions will be as follows: (1 to 2, 2 to

3, 3 to 4, 4 to 5, 5 to 1)

Grading: Students will turn in the work for each role. Your role is worth 20 points. I will be checking mainly for completion, but I will deduct points for lack of effort. Student will get a grade for notes they take on each person’s report on the role. While the person discusses his role, each student should make brief notes. Your note taking is part of your 20 points for the role.

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Questions to Help Mine Your Heart Lesson 2

QUEST IONS TO HELP MINE YOUR HEARTWhat has stayed in your heart? What memories, moments, people, animals, objects, places, books, fears, scars, friends, siblings, parents, grandparents, teachers, other people, journeys, secrets, dreams, crushes, relationships, comforts, learning experiences? What’s at the center? The edges? What’s in your heart?

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Peter’s Heart Map Lesson 2

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EMERALD MEMOR I ESThey lie there,emerald stones embedded in gold posts,one backing different from the other.

I flinch when I recallthe sharp painthat lasted only a second.

I rememberthe way my hands learnedto absentmindedly turn

the backs of the emerald stones,making little indents on the tipsof my fingers.

Now I pick up my emerald postsand place them beside my otherearrings—

the only gold pairin a sea of silver,a souvenir

of the price I paidfor something like beauty.

—Audrey Stoltz

Emerald Memories Lesson 2© 2002 by Nancie Atwell from Lessons That Change Writers(Portsmouth, NH: Heinemann)

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This summer,with nothing better to do,I began to play Ping Pong.Soon I was obsessed.I breathed it,I spoke it,it became my fixation.

I began to master the techniques:frontspin,backspin,fronthand,backhand,fronthand slam,backhand slam.

I learned to love the soundthe ball made as it bounded acrossthe warped table.The rivalries that swelled among me and my brothersbecame so intensethat brawls over the matcheswere commonplace.

As the summer wore on I became even more intent on besting my brothers,and I practiced long and longer:frontspin,backspin,fronthand,backhand,fronthand slam,backhand slam.

I knew that table by heart,I knew exactly where it ended.I could have played with my eyes

closed,just by sound and touch.

But the rivalries became too intense,the matches too serious.One day my brothers and I came to a horrible realization.This simple game was tearing our family apart.It was time to abandon Ping Pongfor the welfare of the family.

But while it lastedit sure was a good way to pass a

summerwith nothing better to do.

—Nicholas Miller

TABLE TENN IS

Table Tennis Lesson 2© 2002 by Nancie Atwell from Lessons That Change Writers(Portsmouth, NH: Heinemann)

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OB ITUARY FOR A DUTCH DOLLI rip off the colorful wrapping,and my tiny handsgrasp two soft braids.The doll’s wooden clogs click together,and her deep blue eyes stare up into mine.She is more than a doll.I introduce her to her new family,and they throw a ball for her.Only she dances with the prince.But her beauty fades fastas I drag her mercilesslyacross the kitchen floor,as I play her to death.

Now I remember how I feltopening that package.Today her face still turns up to me,but her eyes are hidden in deep blackbehind empty sockets.The braids are frayed,their honey color coatedwith gray dust.I brush it away.I want to make her beautiful again.I pick her up,and her threadbare dress tears.

Her cold plastic skinhas lost the spark of lifethat used to ignite my imagination.I lay her down into a boxand move on.

—Alison Rittershaus

Obituary for a Dutch Doll Lesson 2© 2002 by Nancie Atwell from Lessons That Change Writers(Portsmouth, NH: Heinemann)

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SOUR PATCH K IDS

Grinning, ecstatic, crazed, I hand the dollar-fifty to the cashier.She looks like a fan has been blowing on her face on high for way too long.

“Thankyouhaveaniceday.” I know that I will.

I snatch the package of watermelon Sour Patch Kidsand plop down on the bench outside the convenience store.

First I look, then I tear.The loose sugar flies up in my face.

I lick it off like a seagull at the beach.Then the process begins.

I shake the contents into my lap and gaze into the shiny,glittering, red section of each half melon.

Then I pick each one up like an ancient artifactand place it back in the bag, carefully.

The sugar sprinkled on my lap I dispose of with my tongue.Then I repeat steps one and two,

greedily scarfing every last delectable sugar grain.

The whole process takes three hours.

The once glittery watermelons no longer sparkle in the sun.I lift the bag to my face

and pour the sugar-stripped candy down my gullet.Soon, there is nothing left but sweet aroma

wafting from a lifeless bag.

It is over—not just the bag of candy,

not just my money,not just my happiness . . .

but, well, life itself.I frown hard and shove my hands into my pockets.

Like a gift from God, a dollar bill finds my fingertips.

My life rewinds three hours.

—Forrest Carver

Sour Patch Kids Lesson 2© 2002 by Nancie Atwell from Lessons That Change Writers(Portsmouth, NH: Heinemann)

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Name _____________________ Date _____________________ Class _____________________ Assignment __________________ TOPIC: I can understand how to make meaning out of plot. We will watch a multimedia presentation to help us understand the components of plot to become better readers. What is plot? What can a story’s conflict be a struggle with? What does a complication do to the plot? Where does a story’s climax fit into the plot chain? What does a resolution do? What is a subplot? What are parallel episodes? Practice: What is the conflict in this story?

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What complications have occurred in the story so far? What subplot is developed on this page? What parallel episodes have appeared in the story so far? Which paragraph contains the story’s climax? What are the boldface words in the story? Retelling: Summarizing What is retelling? Why use the retelling strategy? What is the one retelling tip? What is another retelling tip? KEY MESSAGE:

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Table of Contents Heading or Name of Handout Page Number

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Definition Visual representation

Synonyms Antonyms

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Quarter 1 Week 1 Draw this chart in your notebook. Add any words you can think of that fit the categories.

Prefixes Roots Suffixes ad-

(to; motion toward;

addition to)

bin- (two)

acid/acri (bitter, sour,

sharp)

corp (body)

-ary (of; like;

relating to)

-ive (of; relating to; belonging

to) Adapt Addict Adhere Admit

Binary Binomial

Acidity Acrid

Corporation Incorporate Corpulent

Corpse

Customary Honorary Obituary

Inquisitive Active

Creative

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