CMS Instructional Plan 2016-2017

Teacher: / Dycus / Grade: / 8 / Subject: / ELA - Writing / Week of: / Unit 2 week 5
Nov 28- Dec 3, 2016
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) / How do I put more details in my writing? / What are the elements of a movie review? / What do I need to include when I review a movie? / How do critics organize their thoughts before they write their review? / How do I determine the final evaluation of a film?
Bell Ringer:
OPENING
Activating Strategy: / What happens when your writing is detailed?
Trailer of The Hunger Games. / Tell about the information you look for in a movie review
Siskel and Ebert review Forrest Gump / What is the plot of the story and what makes a good plat?
Review of film review sheet / What is symbolism? Give an example / Have you seen any examples of symbolism in the movie?
WORK SESSION
Instructional Strategy(ies): / Read and annotate excerpt from The Mackingjay. Pay particular attention to descriptions of the scene.
Discuss the importance of details.
Have students share a detailed passage from another story they have read
PROMPT:
Choose a 1 to 5 second moment to write about using good detail. The moment can be anything.
Have a classmate ask questions about your writing to prompt you to add details.
Complete your writing / Pass out reviews of Frozen- put the students in groups with the 3 different reviews.
What do some of the reviews have in common?
How do they differ? / Watch movie
Being sure to complete form / Watch movie
Being sure to complete form / Watch movie being sure to complete form
CLOSING
Summarizing Strategy: / The last 8 minutes of class review the excerpt and write an additional question to ask Katniss. / Why do we read different reviews of a movie? / Answer questions concerning the film questionaire / Answer questions concerning the film questionaire / Begin writing process
Differentiation / -Review the written directions with students. Clarify any misunderstandings.
-Extended time if necessary.
-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. / -
- 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.
-Extended time if necessary.
-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