8_1_1LA


 * Grade: 8 Unit:1 Week: 1 Content: ELA Dates: 8/20-8/24 **


 * 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?
 * How do we determine what is inferred based on what is stated?


 * Focus Standards: **
 * 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.1.a ** - **Comprehension and Collaboration**:Come to discussion prepared having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
 * ** 8.SL.1.b – ** Comprehension and Collabration: Follow rules for collegial discussion and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
 * 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 context, choosing flexability from a range of strategies.
 * ** 8.L.4a – Vocabulary Acquisition and Use: ** Use context (e.g. the overall meaning of a sentence or parageaph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrases.


 * Ongoing Standards: **
 * 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.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.9.a Research to Build and Present Knowledge: ** Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
 * 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.
 * 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.


 * Objectives: **
 * I can communicate effectively with different groups using a wide range of texts.
 * I can find evidence to support the inferences that I draw.


 * Assessment: **
 * Product **
 * Use a journal to respond to literature //(Objectives/Feedback)//
 * Share with a partner personal experiences. Discuss similarities and differences of backgrounds (like a setting is to a story) //(Similarities and Differences)//
 * Compare/Contrast The Chicago Musical, The Chicago Poem, and The Great Chicago Fire Magazine Article //(Similarities and Differences)//


 * Key Questions **
 * How did the setting contribute to the development of the urbanization of Chicago? (IM)
 * How is the setting used as a “character”? //(Reinforce/Recognition)//
 * How do print, audio, and visual materials affect the author’s message related to the theme? //(Cues,Questions,Organizers)//


 * Observable Behaviors **
 * Teacher Observation – Cooperative Learning (S) //(Cooperative Learning)//

Infer Urbanization Informational Rural Examine ||
 * Vocabulary **
 * ** ELA ** ||
 * Collaborate


 * Suggested Activities ** :
 * Compare/Contrast Chicago musical to the “Chicago” poem (Sandburg) and the Great Chicago fire article.
 * Read a variety of literary pieces and informational text.
 * Focus on authors purpose in creating text.
 * Identify characteristics of urban settings.
 * Use picture books to examine advantages and disadvantages.


 * Homework **


 * Terminology for Teachers **

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * 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   ||   ||


 * Resources **
 * Professional Texts **


 * Literary Texts **
 * 8th grade Literature textbook pages 12-15 (Inference)
 * The Winter Hibiscus by Minfong Ho
 * 8th grade Literature textbook pages


 * Informational Texts **
 * 8th grade Literature textbook pages 944-953 (Practical Reading)
 * Guide to Computers

You are on the committee to choose the best place to live in America. 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.) 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. This WebQuest invites students to participate in an investigation about the Great Chicago Fire. 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/ **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **

@http://greatchicagofire.org/ Online exhibition of one of the most famous events in American history. @http://americanhistory.si.edu/onthemove/themes/story_45_1.html In this online reference page from the Smithsonian's National Museum of American History, students can learn how public transportation shaped the development... @http://edsitement.neh.gov/websites/great-chicago-stories This website from the Chicago History Museum and the NEH is a suite of twelve powerful historical fiction narratives and supporting educational materials inspired by artifacts in the collection of the museum. This award-winning resource for elementary and high school students can support and enhance classroom instruction as well as make valuable connections for students both pre- and post-field trip to the museum. Great Chicago Stories explores key themes of place, identity, and contested space while making local, regional, and national connections. @http://edsitement.neh.gov/lesson-plan/carl-sandburgs-chicago-bringing-great-city-alive In this EDSITEment lesson, students look at Carl Sandburg's poem, "Chicago," in a literary, historical and biographical context. @http://education.nationalgeographic.com/education/news/chicago-fire-1871-and-great-rebuilding/?ar_a=1 Article on the 140th anniversary of the Chicago Fire focusing on city planning and the "Great...
 * Other Activities, etc. **
 * ** Great Chicago Fire and the Web of Memory **
 * ** Chicago, the Transit Metropolis **
 * ** Great Chicago Stories **
 * ** Carl Sandburg's "Chicago": Bringing a Great City Alive **
 * ** The Chicago Fire and the 'Great Rebuilding' **
 * Picture books or graphic novels can be used to infer meaning. Students can use the pictures in the books or graphic novels to develop their own story.
 * www.readwritethink.org/
 * www.scholastic.com (Lesson Plans)

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