3CMS Instructional Plan 2016-2017
Teacher: / Dycus / Grade: / 8 / Subject: / ELA - Writing / Week of: / Unit 3 week 2Jan. 9 -13 2017
Statement of Inquiry: / Purposeful contexts of adaptation, ingenuity, and progress create change. / Approaches to Learning: / Organization and Thinking
Key Concept: Change
Related Concept: Context and Purpose
Global Context: Scientific and Technical Innovation (adaption, ingenuity, and progress)
ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
ELACC8W5: 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 Eighth Grade.)
ELACC8W6: 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.
ELACC8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply Eighth Grade Reading standards to literary nonfiction (e.g., “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”).
ELACC8SL4: 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.
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.*
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
Monday / Tuesday / Wednesday / Thursday / Friday
Inquiry Question
(Essential Question or Learning Target) / What do I need to improve upon to prepare me for the milestone? / What are Noun and Verb Phrases? / What is argumentative writing? / What is a recitation? / How well can I analyze a counterclaim?
Bell Ringer:
OPENING
Activating Strategy: / Get ready to write.
Pull out notes and review Prompt for pre-assessment. / Released NC test
Question 5
Clock Buddy planning / Write an example of a verb phrase.
Video of Fredrick Douglass Bio / Released NC test
Question 6
Both on YouTUbe
Gettysburg address rap
Fourth grade students simultaneously recite the Gettysburg address / Released NC test
Question 7
WORK SESSION
Instructional Strategy(ies): / Do you agree with the statement:
Products produced by children should be bought and sold. / Buddy work:
Vocabulary Builder for reading.
Teacher lead: Language Development – Noun/Verb Phrases / Preview of argumentative structure
Listen to: What to the Slave is the 4th of July? And follow along on your copy of the text.
Clock buddies claims and counter claims questions
Discuss with students the claims and counterclaims made in the reading / Video of recitations
Students work in groups of 4 to answer assigned questions and to practice recitations. / Continue with recitations.
Questions concerning how counter claims are addressed in “War of Northern Aggression”
CLOSING
Summarizing Strategy: / Take up assessment / Write a sentence with a noun phrase / Tell 2 things that you learned / Recitation competition / Discussion of what you wrote?
Differentiation / Monitor understanding through individual directed questioning.
Random grouping for student development. / - Extended time if necessary.
-Review the written directions with students. Clarify any misunderstandings.
- One-on-one attention for those who need it. / -Review the written directions with students. Clarify any misunderstandings.
- use reference materials as needed
-Use of visual representations of concepts and graphic organizers. / - Extended time if necessary.
-Review the written directions with students. Clarify any misunderstandings.
- One-on-one attention for those who need it.
Revised 12/19/2013