Adapted from North Carolina Teacher Academy s1
Secondary School
Teacher Name / 8th Grade ELA Teachers / Date(s): / September 23-26 & 29-30, 2014
Lesson Title / Imagination/Storytelling-Relationships and Connections (Week 5)
Curriculum Area / English Language Arts
Grade Level / 8th
School-based Initiatives / AVID______WICR__X______Schoolnet_____X____ ClassScape______
Curriculum Standard(s)
from Common Core & Essential Standards / 8.RI.1, 8.RI.3, 8.RI.4,8.RL.8,8.L.2 a,b,c, 8.W.1
Skills:
· Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
· Analyze how a text makes connections among and distinctions between individuals, ideas, or events
· Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings….
· Delineate and evaluate the argument and specific claims in a text
· Use punctuation to indicate a pause or break, use an ellipsis to indicate an omission, spell correctly
· Write arguments to support claims with clear reasons and relevant evidence
Do Now: Informational Text related to theme, Language mini-lesson
Technology Objective(s):
from Common Core & Essential Standards / 8.SI.1.3: Evaluate resources for point of view, bias, values, or intent of information.
Resources: Smartboards, Educational Websites, Nooks, Laptops
Essential Question(s):
What question should students be able to answer at the end of the lesson? / o What commonalities exist between relationships, connections, and identity?
o How does citing textual evidence most strongly support analysis of text explicitly?
o What is the impact of drawing inferences from a text?
o How can we determine the central idea or theme of a text to construct its overall meaning?
o How can we delineate and evaluate the argument and specific claims in a text?
o What is the effect of using proper grammar mechanics on a piece of writing?
Learning Target(s): The What-What students are to know or be able to do. Students need to be able to articulate the learning target themselves & to others. / Ø I can provide textual evidence for informational texts that support analysis of what a text says explicitly and implicitly.
Ø I can determine a theme and central idea for an informative text and analyze its development over the course of the text.
Ø I can delineate and evaluate the argument and specific claims in a text.
Ø I can write an argument supporting claims with reasons and relevant evidence.
Ø I can use proper grammar techniques and mechanics in a piece of writing.
Higher Order Thinking (Revised Bloom’s & DOK) Connection/Extension / Teacher created RBT/DOK questions at the higher end. (Analyze, Evaluate and Create) (3/4)
Lesson Summary: Describe the strategies and the activities you will use to teach new information to students. / Lesson Text: Brer Possum’s Dilemma
Strategies: annotating, chunking, RUNNERS, RICA strategies, writing, vocabulary, varied graphic organizers, unpacking m/c questions, citing textual evidence, text-based questions, CLVG, Cornell notes, flexible grouping, foldables, Turn/Talk, Ear to Ear
Academic/Content Vocabulary / Snake, opossum, setting, culture, realistic fiction, antagonist, protagonist, folktales, fairytales, reality, conflict, fantasy, magic, round and flat character, static and dynamic, foreshadow, trickster, comic language, exaggeration, nocturnal, marsupial, adaptations, persimmon tree, folktale, archenemy, dialect. Embedded skills: compare and contrast, inferences, author’s opinion, author’s purpose, point of view, context clues, predictions, internal/external conflict
Differentiation: How will you differentiate instruction to meet the needs of all students? / · Reading: Prepare lesson on folktales. Do critical thinking and reading of Brer Possum’s Dilemma. Small/whole group discussions of what could happen next as text is read and paused. Watch animated video-clip of tale. CLVG.
· Science: Do a report on opossums and other night creatures. What special adaptations do they have for living in trees and seeing at night? Australia has opossums. Compare to American species.
· Social Studies: Find other versions of the same story from other cultures. Discuss animals chosen and what the evil and good animals all have in common. What character traits do both animals possess and what traits are missing. What kinds of people represent these animals?
· Language: Compare the Brer Rabbit stories of Joel Chandler Harris with Julius Lester. Rewrite stories to make them appealing to today’s ear.
Closure: What type of formative assessment will be used to determine level of mastery by all students? / 10 question assessment on skill(s) from School-net
Design a collage of student created folktales and display in hallway
Lesson Reflection: What went well?
What would you do differently? / Teacher will reflect upon what went well and what changes need to be made after assessing student mastery.
Resources and Materials
What resources and materials are needed to teach this lesson? / www.nexuslearning.net/books/holt-eol2/collection%206/brerpossumpgl.htm
www.youtube.com/watch?v=JwrQ92nSxCo
www.tappmiddleschool.typepad.com/files/brer_possums_dilemma.pdf
www.quizlet.com/12257732/brer-possums-dilemma-and-john-henry-flash-cards
www.edu.glogster.com/glog.php?glog_id=6397470
Re-teaching and Enrichment Activities
How would you extend students’ understanding of the lesson concepts through another activity or lesson? / · Read the People Could Fly, by Virginia Hamilton and compare and contrast the two tales
· Write individual folktales and place in a Prezi
Vocabulary Frames, Word-splash, Vocabulary Cartoons, Vocabulary Anchors, Frayer Model, Graffiti Vocabulary, Making Meaning
Modifications
Are there any students for whom you need to make modifications? / Follow:
IEPs
PEPs
504s
Adapted from North Carolina Teacher Academy