8_1_2LA

** Grade: 8 Unit: 1 Week: 2 Content: ELA Dates: 8/27-8/31 **  ** Theme Essential Question: ** How does the urban setting contribute to the overall meaning of the texts?  ** Essential Questions: **
 * How do we collaborate in order to communicate effectively? (Continued from week 1)
 * How do we determine what is inferred based on what is stated? (Continued from week 1)
 * What are the best strategies to use discover meanings of new words?
 * How do I determine what context clues are important?
 * How do I determine the author’s viewpoint or purpose?
 * How does the author acknowledge and respond to conflicting evidence or viewpoints?
 * What is the author’s purpose in creating texts?

** Focus Standards: **
 * ** 8.L.4 Vocabulary Acquisition and Use: ** Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
 * ** 8.L.4.a Vocabulary Acquisition and Use: ** Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * ** 8.R.I.1 Key Ideas and Details: ** Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. **(Continued from week 1)**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** 8.R.I.6 ** Craft and Structure: 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.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** 8.W.3 – Text Types and Purpose: ** Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Ongoing Standards: **
 * ** 8.R.L.1 Key Ideas and Details: ** Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
 * ** 8.R.L.2 Key Ideas and Details: ** Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
 * ** 8.R.L.4 Craft and Structure: ** Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
 * ** 8.R.L.5 Craft and Structure: ** Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
 * ** 8.R.L.10 Range of Reading and Level of Text Complexity: ** By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
 * ** 8.W.3.a Text Types and Purposes: ** Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
 * ** 8.W.3.b Text Types and Purposes: ** Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
 * ** 8.W.3.c Text Types and Purposes: ** Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
 * ** 8.W.3.d Text Types and Purposes: ** Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
 * ** 8.W.3.e Text Types and Purposes: ** Provide a conclusion that follows from and reflects on the narrated experiences or events.
 * ** 8.W.4 Production and Distribution of Writing: ** 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.)
 * ** 8.SL.1 Comprehension and Collaboration: ** 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.
 * ** 8.SL.6 Presentation of Knowledge and Ideas: ** Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
 * ** 8.L.1 Conventions of Standard English ** : Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** 8.L.2 Conventions of Standard English: ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** 8.L.4.b Vocabulary Acquisition and Use: ** Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> ** Objectives: **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">I can communicate effectively with different groups using a wide range of texts. **(Continued from week 1)**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">I can find evidence to support the inferences that I draw. **(Continued from week 1)**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">I can use context clues and a wide range of strategies to discover meaning of words.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">I can determine author’s point of view and purpose.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">I can analyze how the author communicates different viewpoints.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Assessment **
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Create a collage of printed or drawn pictures to differentiate between the urban and the rural settings from the past to the present.(**S**imilarities/**D**ifferences)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Frayer Model Graphic Organizer (Vocabulary)Cooperative Learning Rubric developed and assessed by the students. (**R**einforcing/**R**ecognition)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">KWL Chart, Exit/Admit Slips (**H**omework/**P**ractice)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Key Questions **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">How do we use context clues to determine meanings of unfamiliar words?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">What are the goals and expectations of the classroom?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">What did you know? What did you learn? What do you want to learn?

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> ** Observable Behaviors **
 * Vocabulary **

Collaborate Effective Communication Context Clues Viewpoints Purpose Acknowledge Conflicting Inference || <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Suggested Activities: **
 * ** ELA ** ||
 * Contribute
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Select a poem and rewrite it using synonyms of key words. **(S**imilarities/**D**ifferences)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">With a partner, read the original version of each poem. Then, exchange the revised version and read the poem to identify changes in meaning with the synonyms created. (S)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Use a concept map to caterorize the synonyms. (**C**ues, **Q**uestions, **O**rganizers)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">In your writing, reflect on the author’s evidence as it is written in the text. (**R**einforcing/**R**ecognition)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">In your writing, reflect on the author’s use of conflict. (**R**einforcing/**R**ecognition)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Homework **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teachers ** ** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   || <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Resources **
 * Professional Texts **
 * Literary Texts **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">8th grade Literature textbook pages 168-171 (Point of View)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Toning the Sweep by Angela Johnson
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Broken Chain by Gary Soto
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">8th grade Literature textbook pages 410-427
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">The Story of an Eyewitness by Jack London
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Leaving Desire by John Lee Anderson

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Informational Texts ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> You are on the committee to choose the best place to live in America. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> You must choose four cities, then research and judge these cities on: Weather, Economy, Crime, Education and Cost of Living (You must decide how important each of these categories is and figure this into the city's score.) <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> Make sure you carefully support your final decision with weighted facts. Many people will be reading your report to decide where they want to live. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> This WebQuest invites students to participate in an investigation about the Great Chicago Fire. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;"> This web quest is designed for middle school students to explore the difference between rural and urban lifestyles. The students will also explore their own lifestyles and decide whether they live in a urban or rural area.
 * WebQuests **
 * ** Choosing a City **
 * @http://questgarden.com/00/81/4/051107165059/ **
 * ** The Great Chicago Fire **
 * @http://questgarden.com/70/50/6/080924144840/ **
 * ** Rural and Urban Lifestyles. . . Where do you live? **
 * @http://questgarden.com/79/73/4/090406071130/ **

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">** Art, Music, and Media ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> ** Manipulatives ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> ** Games ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> ** Videos ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> ** Sight Words ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">
 * SMART Board Lessons, Promethean Lessons ** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14px; text-align: left;">


 * Other Activities, etc. **
 * Compare and Contrast: The traditional story: The Three Little Pigs vs. The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith
 * www.**readwritethink**.org/ (search Fractured Fairytales)
 * www.scholastic.com (Lesson Plans)

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