Teacher: Mrs. Schreiber
Unit 2
Targeted Texts
The Diary of Anne Frank by F.
Goodrich and G. Hackett
Night by E. Wiesel
Week of: December
18-20
Unit 2
Implementation
Week: 18
Course: 8th Gifted ELA 8th ELA Gifted Unit Name: Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet.
Opening (ENGAGE): Prepare for Fianls
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE)
Finals Period 5
CLOSING: (EVALUATE)
HOMEWORK
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Prepare for Finals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
No classes
CLOSING: (EVALUATE)
HOMEWORK
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Prepare for Finals
WORK PERIOD Finals Period 3 and 4
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
CLOSING: (EVALUATE)
HOMEWORK
Teacher: Mrs. Schreiber
Unit 2
Targeted Texts
The Diary of Anne Frank by F.
Goodrich and G. Hackett
Night by E. Wiesel
Week of:
December 11-
15
Unit 2
Implementation
Week: 17
Course: 8th Gifted ELA 8th ELA Gifted Unit Name:
Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet Reading Logs are due.
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student
will write out the sentence and identify parts of speech including noun and
pronoun (type and case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), interjections, verbals (type)
The student will also turn in the Weekly Reading Log with the targeted 100
minutes documented and verified with parent signature
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE)
Students will read, act out, and discuss the play, The Diary of Anne Frank by
F. Goodrich and G. Hackett p. 522-540 in Literature Textbooks
p. 542 # 1-3, 5-6. 8
p. 543 Writing Prompts A and B
CLOSING: (EVALUATE) Review for Finals
HOMEWORK Review for Finals
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will
write out the sentence and identify the sentence [arts including complete
subject, simple subject, complete predicate, simple predicate or verb
(transitive or intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional phrase
(adjective or adverb), verbal phrases (type), object of preposition, objects of
verbals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will continue to read and discuss play
Students will complete all written work as assigned
Students will work in groups finalizing topics for research projects
CLOSING: (EVALUATE) Review for Finals
HOMEWORK Review for Finals
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective
dependent, adverb dependent, or noun dependent), sentence type (simple,
compound, complex, compound, compound-complex), and sentence purpose
(declarative, interrogative, exclamatory imperative)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Tuesday as necessary
CLOSING: (EVALUATE) Review for Finals
HOMEWORK Review for Finals
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student
will write out the sentence and add capitalization and punctuation including
all end punctuation (full stop), commas, semicolons, apostrophes, underlining
and quotation marks. In addition, the student will diagram the sentence
including all parts. The teacher will check for accuracy.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Monday
CLOSING: (EVALUATE) Review for Finals
HOMEWORK Review for Finals
Daily Lesson Plan for Friday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Students will review prior vocabulary Weeks 1-10.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Tuesday
CLOSING: (EVALUATE) Review for Finals
HOMEWORK Review for Finals
Teacher: Mrs. Schreiber
Unit 2
Targeted Texts
The Diary of Anne Frank by F.
Goodrich and G. Hackett
Night by E. Wiesel
Week of:
December 4-8
Unit 2
Implementation
Week: 16
Course: 8th Gifted ELA 8th ELA Gifted Unit Name:
Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet Reading Logs are due.
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student
will write out the sentence and identify parts of speech including noun and
pronoun (type and case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), interjections, verbals (type)
The student will also turn in the Weekly Reading Log with the targeted 100
minutes documented and verified with parent signature
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
Students will read, act out, and discuss the play, The Diary of Anne Frank by
F. Goodrich and G. Hackett p. 522-540 in Literature Textbooks
ELABORATE) p. 542 # 1-3, 5-6. 8
p. 543 Writing Prompts A and B
CLOSING: (EVALUATE) Students will review vocabulary for the quiz on Friday
HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will
write out the sentence and identify the sentence [arts including complete
subject, simple subject, complete predicate, simple predicate or verb
(transitive or intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional phrase
(adjective or adverb), verbal phrases (type), object of preposition, objects of
verbals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will summarize what was discussed. Students will determine what
they would like to learn about RE: Holocaust/World War II
Students will continue to read and discuss play
Students will complete all written work as assigned
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective
dependent, adverb dependent, or noun dependent), sentence type (simple,
compound, complex, compound, compound-complex), and sentence purpose
(declarative, interrogative, exclamatory imperative)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Monday as necessary
CLOSING: (EVALUATE) Students will ask questions to gain clarity
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student
will write out the sentence and add capitalization and punctuation including
all end punctuation (full stop), commas, semicolons, apostrophes, underlining
and quotation marks. In addition, the student will diagram the sentence
including all parts. The teacher will check for accuracy.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Monday
Students wioll review Vocabulary for the quiz on Friday
CLOSING: (EVALUATE) Students will present their stories to the rest of the class.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Friday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will take a Vocab test Week 10. Students will present 10 new SAT
words and the students will take notes on them. Students will test on the new
words next Friday.
CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Teacher: Mrs. Schreiber
Banned/Challenged Book
Project WAS due Friday Nov
17
Unit 2
Targeted Texts
The Diary of Anne Frank by F.
Week of: November
27-December 1
Unit 2
Implementation
Week: 15
TKAM Writing Assignment due
IS Tuesday Nov 28
Goodrich and G. Hackett
Night by E. Wiesel
Course: 8th Gifted ELA 8th ELA Gifted Unit Name: Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet Reading Logs are due.
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student
will write out the sentence and identify parts of speech including noun and
pronoun (type and case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), interjections, verbals (type)
The student will also turn in the Weekly Reading Log with the targeted 100
minutes documented and verified with parent signature
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE)
Students will read, act out, and discuss the play, The Diary of Anne Frank by
F. Goodrich and G. Hackett p. 486-541 in Literature Textbooks
CLOSING: (EVALUATE) Students will review vocabulary for the quiz on Friday
HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will
write out the sentence and identify the sentence [arts including complete
subject, simple subject, complete predicate, simple predicate or verb
(transitive or intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional phrase
(adjective or adverb), verbal phrases (type), object of preposition, objects of
verbals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will summarize what was discussed. Students will determine what
they would like to learn about RE: Holocaust/World War II
Students will continue to read and discuss play
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective
dependent, adverb dependent, or noun dependent), sentence type (simple,
compound, complex, compound, compound-complex), and sentence purpose
(declarative, interrogative, exclamatory imperative)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Monday as necessary
CLOSING: (EVALUATE) Students will ask questions to gain clarity
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student
will write out the sentence and add capitalization and punctuation including
all end punctuation (full stop), commas, semicolons, apostrophes, underlining
and quotation marks. In addition, the student will diagram the sentence
including all parts. The teacher will check for accuracy.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will go to the Media Center and begin an investigation of their
chosen topic for a research project suggested by the target texts.
CLOSING: (EVALUATE) Students will present their stories to the rest of the class.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Friday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.
WORK PERIOD Students will present 10 new SAT words and the students will take notes on
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
them. Students will test on the new words next Friday.
CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Teacher: Mrs. Schreiber
Unit 2
Banned/Challenged Book Project
due Friday Nov 17
TKAM Writing Assignment due
Tuesday Nov 28
Week of: November
13-17
Unit 2
Implementation
Week: 14
Course: 8th Gifted ELA 8th ELA Gifted Unit Name: Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet Reading Logs are due.
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student
will write out the sentence and identify parts of speech including noun and
pronoun (type and case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), interjections, verbals (type)
The student will also turn in the Weekly Reading Log with the targeted 100
minutes documented and verified with parent signature
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE)
Students will brainstorm background information on the Holocaust and
World War II KWL Chart-What do you know
CLOSING: (EVALUATE) Students will review vocabulary for the quiz on Friday
HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will
write out the sentence and identify the sentence [arts including complete
subject, simple subject, complete predicate, simple predicate or verb
(transitive or intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional phrase
(adjective or adverb), verbal phrases (type), object of preposition, objects of
verbals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will summarize what was discussed. Students will determine what
they would like to learn about RE: Holocaust/World War II
Students will continue to read and discuss introductory/background materials
on the Holocaust.
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective
dependent, adverb dependent, or noun dependent), sentence type (simple,
compound, complex, compound, compound-complex), and sentence purpose
(declarative, interrogative, exclamatory imperative)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Monday as necessary
CLOSING: (EVALUATE) Students will ask questions to gain clarity
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student
will write out the sentence and add capitalization and punctuation including
all end punctuation (full stop), commas, semicolons, apostrophes, underlining
and quotation marks. In addition, the student will diagram the sentence
including all parts. The teacher will check for accuracy.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
See Tuesday as necessary
ELABORATE): Students will review Vocabulary Week 9
CLOSING: (EVALUATE) Students will present their stories to the rest of the class.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Friday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will take a Vocab test Week 9. Students will present 10 new SAT
words and the students will take notes on them. Students will test on the new
words next Friday.
CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Teacher: Mrs. Schreiber
Unit 2
Week of: November 6-
10
Unit 2
Implementation
Week: 13
Course: 8th Gifted ELA 8th ELA Gifted Unit Name: Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet Reading Logs are due.
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student
will write out the sentence and identify parts of speech including noun and
pronoun (type and case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), interjections, verbals (type)
The student will also turn in the Weekly Reading Log with the targeted 100
minutes documented and verified with parent signature
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE)
Students will watch the movie TKAM and be prepared to compare and
contrast the movie and the book. Key scenes will be discussed as the movie
unfolds.
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will
write out the sentence and identify the sentence [arts including complete
subject, simple subject, complete predicate, simple predicate or verb
(transitive or intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional phrase
(adjective or adverb), verbal phrases (type), object of preposition, objects of
verbals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will take Unit 2 Pre-Test
See Monday
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective
dependent, adverb dependent, or noun dependent), sentence type (simple,
compound, complex, compound, compound-complex), and sentence purpose
(declarative, interrogative, exclamatory imperative)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will complete a QuickWrite on what they would take with them if
they were leaving their homes for good and WHY.
CLOSING: (EVALUATE) Students will ask questions to gain clarity
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student
will write out the sentence and add capitalization and punctuation including
all end punctuation (full stop), commas, semicolons, apostrophes, underlining
and quotation marks. In addition, the student will diagram the sentence
including all parts. The teacher will check for accuracy.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will review Vocabulary Week 9. Students will write stories using
the targeted vocabulary words to demonstrate mastery.
CLOSING: (EVALUATE) Students will present their stories to the rest of the class.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Friday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will take a Vocab test Week 9. Students will present 10 new SAT
words and the students will take notes on them. Students will test on the new
words next Friday.
CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Teacher: Mrs. Schreiber
Unit 2
Major Text: “ Flowers for
Algernon”
Week of: October 30-
November 3
Unit 2
Implementation
Week: 12
by D. Keyes
Course: 8th Gifted ELA 8th ELA Gifted Unit Name: Freedom,
Obstacles and
Challenges
Daily Lesson Plan for Monday
Pre-Instructional Activity: Meet and greet Reading Logs are due.
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard. The student
will write out the sentence and identify parts of speech including noun and
pronoun (type and case), verb (type and tense), adverb, adjective, preposition,
conjunction (type), interjections, verbals (type)
The student will also turn in the Weekly Reading Log with the targeted 100
minutes documented and verified with parent signature
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE)
Students will discuss the ending of TKAM and exchange thoughts and ideas.
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK Work on weekly reading logs and study of vocabulary quiz on Friday
Daily Lesson Plan for Tuesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The Teacher will present the DGP on the whiteboard and the student will
write out the sentence and identify the sentence [arts including complete
subject, simple subject, complete predicate, simple predicate or verb
(transitive or intransitive), direct object, indirect object, predicate nominative,
predicate adjective, appositive or appositive phrase, prepositional phrase
(adjective or adverb), verbal phrases (type), object of preposition, objects of
verbals
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will watch the movie TKAM and be prepared to compare and
contrast the movie and the book. Key scenes will be discussed as the movie
unfolds.
CLOSING: (EVALUATE) Students will summarize what was read and discussed.
Students will review vocabulary for the quiz on Friday
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Wednesday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Write out the sentence and identify clauses (independent, adjective
dependent, adverb dependent, or noun dependent), sentence type (simple,
compound, complex, compound, compound-complex), and sentence purpose
(declarative, interrogative, exclamatory imperative)
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Tuesday
CLOSING: (EVALUATE) Students will ask questions to gain clarity
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday
Daily Lesson Plan for Thursday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): The teacher will present the DGP sentence on the whiteboard and the student
will write out the sentence and add capitalization and punctuation including
all end punctuation (full stop), commas, semicolons, apostrophes, underlining
and quotation marks. In addition, the student will diagram the sentence
including all parts. The teacher will check for accuracy.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
See Tuesday
Students will review Vocabulary Week 8
CLOSING: (EVALUATE) Students will present their stories to the rest of the class.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Daily Lesson Plan for Friday
Pre-Instructional Activity: Meet and Greet
Opening (ENGAGE): Students will review prior vocabulary Weeks 1-3.
WORK PERIOD
(EXPLORE/EXPLAIN/EXTEND/
ELABORATE):
Students will take a Vocab test Week 8. Students will present 10 new SAT
words and the students will take notes on them. Students will test on the new
words next Friday.
CLOSING: (EVALUATE) Each student will use 1 new word correctly in an original sentence.
HOMEWORK The student will work on weekly reading logs and study for vocabulary quiz
on Friday.
Priority Standards:
(content specific)
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.
ELAGSE8RI6: DETERMINE an author’s point of view or purpose in a text and
ANALYZE how the author acknowledges and responds to conflicting evidence or
viewpoints
ELAGSE8W2: WRITE informative/explanatory texts to EXAMINE a topic and
CONVEY ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
ELAGSE8SL4: PRESENT claims and findings, EMPHASIZE 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.
Supporting Standards:
(content specific)
ELAGSE8RI1: Cite the textual evidence that most strongly supports an analysis
of what the text says explicitly as well as inferences drawn from the text.
ELAGSE8RI3: Analyze how a text makes connections among and distinctions
between individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
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.
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.
ELAGSE8W2:
● c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
● d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
● e. Establish and maintain a formal style. ELAGSE8W4: Produce clear and
coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
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 1–3 up to and including grade 8.) ELAGSE8W6: Use technology,
including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and
collaborate with others.
ELAGSE8W7: Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
ELAGSE8L2 b.: Use an ellipsis to indicate an omission.
Non-Content Standards:
(WIDA, Interdisciplinary
standards, literacy, etc.)
NCTE
Learning Targets:
(what learners will be able
to do at the end of the
learning activity)
Analyze and diagram a sentence
Incorporate weekly targeted vocabulary into lexicon
Summarize and discuss TKAM-theme, main idea, characters, setting
Read and write at or above grade level
Essential Question(s):
(addresses philosophical
foundations; contains
multiple answers; provide
inquiry)
1. How can readers determine the theme and central idea(s) of a story?
2. How do readers identify the author’s purpose in a text?
3. Why do writers produce informative/explanatory texts?
Big Idea(s): 1. Theme and Central idea can be determined by tracing the development of
(main ideas, foundational
understandings,
conclusions or
generalizations0
supporting ideas throughout a text.
2. A reader can determine an author’s purpose by identifying and analyzing the
structure of the text and analyzing how the author acknowledges and responds to
conflicting evidence or viewpoints.
3. An author writes informative/explanatory text to examine facts and convey
ideas
Academic Vocabulary: Academic Vocabulary:
Tier 2
Analyze
Assess
Author’s Purpose
Cite
Comparison
Convey
Credible
Delineate
Evaluate
Evidence
Examine
Inferences
In-text Citation
Multimedia
Visual Aid
Objective Summary
Organize
References
Relevant
Research
Sources
Speech
Subjective
Summary
Textual Evidence
Tier 3 Unit Specific
Advocate/advocacy
Allegory
Body Language
Cohesion
Explanatory text
Genocide
Global
Graphic aids
Holocaust
Human rights
Inform
Informative text
Pattern of events
Posture
Preconceived
Sequence
Stereotypes
Sufficient
Text structure
Violation
Interdisciplinary connection to Social Studies and the dynamics Human or
Personal Rights.
STEM
Interdisciplinary
Integration:
Writing Rubric to support writing across the curriculum.
Engaging Performance
Scenario:
You are a young human rights advocate. You have been chosen to give a
presentation for this year's Youth Assembly at the United Nations about a current
and pressing human rights issue in the world today. The Youth Assembly takes
place at the United Nations Headquarters in New York City and gathers the
brightest and most active young leaders from across the globe to tackle our
world’s greatest challenges. As a presenter, you must: select a current human
rights issue; research and gather credible information from multiple sources;
create a multimedia visual aid for your presentation; and write and deliver a 3-4
minute speech on your chosen topic
Resources:
(weekly materials chosen to
support teaching and
learning)
Textbooks x Lab Materials Manipulatives Other: (List the other
resources below.)
Audio/Visual
Aids
x Course syllabus x Internet
(Tech)
To Kill A
Mockingbird-TKAM
Handouts x Dictionaries x Electronic
Devices
White
Boards
x Video Clips Promethean
Board XX
Differentiated Instruction
(content, process, product)
Assessment Evidence
(formative, summative)
Extended time as needed
Electronic submissions as needed
Pre- and Post- Assessments
Daily GDP check
Performance Task
Weekly Vocab Quizzes
Writing Workshop
Individual writing conferences
Weekly Reading Logs
Character analysis TKAM
Performance Task
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17
Additional Resources as Needed
in the areas below, place an “x” in the boxes to indicate selected strategies and resources
Research Based
Instructional
Strategies:
(weekly strategies
chosen to guide
teaching and
learning)
OPENING:
Engaging
instructional
activity
Activate Prior
Knowledge
X Questioning
(Raises
questions)
X Clarify Previous
Lesson
X Pheno
menon
Provide
Feedback
X Scaffold
Instruction
X Create Interest Other:
WORK
PERIOD:
Exploring,
Explaining,
Extending,
and
Elaborating
Facilitate
Learning
X Academic
Discussions
X Cooperative
Learning
X Other:
Demonstrate/
Model
X Generating
and Testing
Hypotheses
Independent
Learning
X Other:
Explain/Apply/
Extend
concepts and
skills
X High-Level
Questioning
X Interdisciplinary
Writing
Other:
CLOSING:
Evaluating
Summarize
Lesson
X Provide
Alternate
Explanations
X Respond to EQs Other:
Allow students
to assess their
own learning
X Quick Write X 3-2-1/K-W-L Other:
Intervention Strategies
Intervention
Strategies
(Tiers 1, 2.3)
Additional Support
Specifically Designed Instruction for the
Exceptional Education Students
Strategies for English Language
Learners
in the Classroom
X Re-voicing X Conferencing Visuals/ Realia
X Explaining X Additional time Front-loading
X Prompting for
participation
X Small group collaboration Echoing/Choral Response
X Challenging or
countering
Modify quantity of work Color-coding
X Asking “Why?”
“How”
Take student’s dictation Multiple exposures in different media
X Reread X Scaffold Information Pair-share
X Practice new
vocabulary
Differentiated content/process/product Modeling
X Assistive
technology
Consistent reward system Language scaffolds: eg, sentence
frames
Pre-teach & re-
teach in a
different way
X Refer to student’s IEP or 504 Plan Deconstruct complex sentences
Use of
manipulatives
Assistive technology Increase student-to-student talk
X Collaborative
work
Strategies vocabulary instruction
Create
differentiated
text sets
Additional Think Time
Gifted-Extensions for Learning
Tier 1
X Flexible-
Learning
Groups
X Varied Pacing with Anchor Options X Varied Supplemental Materials
X Choice of Books X Work Alone or Together Computer Mentors
X Homework
Options
X Flexible Seating X Think-Pair-Share
X Use of Reading
Buddies
X Varied Scaffolding X Open-Ended Activities
X Various Journal
Prompts
Varied Computer Programs X Explorations by Interest
X Student/Teacher
Goal Setting
Design-A-Day
Tier 2
X Gifted Educ
Cluster Classes
X Alternative Assessments Community Mentorships
Gifted Educ
Collaboration
Classes
Subject Advancement within class Stations
X Tiered Activities
and Products
Curriculum Compacting X Group Investigations
Use of
Literature Clubs
Tiered Centers X Assess Students in Multiple Ways
X Multiple Testing
Options
Spelling by Readiness X Student Choice
X Multiple Texts Varying Organizers Simulations
Tier 3 Tier 4
XX Advanced Content( all core content) Above grade level accelerated (all core content)
Resource Classes Advanced Placement Classes
X Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internships/Mentorships
21st Century
Learning
Skills:
(weekly
strategies
chosen to
guide
student
engagement)
Teamwork and
Collaboration
X Innovation and Creativity X Accessing and Analyzing
Information
X
Initiative and
Leadership
X Critical Thinking and
Problem-Solving
X Effective Oral and Written
Communication
X
Curiosity and
Imagination
X Flexibility and Adaptability X Other:
Adapted from the DCSD RCD Aligned Lesson Plan Template 8.31.17