Answer Questions About Energy Drinks Are Bad for Teens
Standards: / ELACC8RI8: 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.
ELACC8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Essential
Question: / How are the two articles on energy drinks alike? How are they different?
Which side has the strongest argument?
Which article has the strongest argument?
Materials
Needed: / Article “Energy Drinks are Bad for Teens” and questions, Article “Los Angeles Considering Age Restrictions on Energy Drinks” and questions, Venn Diagram to compare two articles.
Differentiation: / None
Technology: / None
Assessment
Methods: / Formative Assessment: Questions to be answered about each article will assess the student’s ability to evaluate the argument and specific claims about the energy drinks and to determine whether the reasoning is sound.
Formative Assessment: Completion of the Venn Diagram will assess the student’s ability to compare and contrast two articles on the same topic and determine where the text agrees and disagrees.
1st Period
8:50-9:40 / RTI Planning
2nd Period
9:43-10:33 / Team Teaching (Moore/Ray both lead)
- Review article “Energy Drinks are Bad for Teens” and look over close reading notes.
- Answer questions about “Energy Drinks are Bad for Teens”
- Complete a close reading of the article “Los Angeles Considering Age Restrictions on Energy Drinks”
- Answer questions about “Los Angeles Considering Age Restrictions on Energy Drinks”
- Complete the Venn Diagram comparing the two articles.
3rd Period
10:38-11:26 / Planning
7th Grade
Homeroom/
RTI Reading
11:29-11:57 /
- Complete comprehension passage on Spiders.
4th Period
11:29-12:19 / Planning
Homeroom/
RTI Reading
12:22-12:55 /
- Complete comprehension passage on Spiders.
12:55-1:25 / Lunch
6th Period
1:25-2:19 / Team Teaching (Moore/Hubert both lead)
- Review article “Energy Drinks are Bad for Teens” and look over close reading notes.
- Answer questions about “Energy Drinks are Bad for Teens”
- Complete a close reading of the article “Los Angeles Considering Age Restrictions on Energy Drinks”
- Answer questions about “Los Angeles Considering Age Restrictions on Energy Drinks”
- Complete the Venn Diagram comparing the two articles.
7th Period
2:19-3:12 /
- Review article “Energy Drinks are Bad for Teens” and look over close reading notes.
- Answer questions about “Energy Drinks are Bad for Teens”
- Complete a close reading of the article “Los Angeles Considering Age Restrictions on Energy Drinks”
- Answer questions about “Los Angeles Considering Age Restrictions on Energy Drinks”
- Complete the Venn Diagram comparing the two articles.
8th Period
3:15-4:05 /
- Review article “Energy Drinks are Bad for Teens” and look over close reading notes.
- Answer questions about “Energy Drinks are Bad for Teens”
- Complete a close reading of the article “Los Angeles Considering Age Restrictions on Energy Drinks”
- Answer questions about “Los Angeles Considering Age Restrictions on Energy Drinks”
- Complete the Venn Diagram comparing the two articles.
Mrs. Moore / 8th Grade Reading / Lesson Plans – Tuesday, March 3, 2015
Standards: / ELACC8RL10: 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
ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RL2: 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.
ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
ELACC8RL4: 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.
Essential
Question: / Why do good readers make predictions about the book they are reading?
How can you get to know the setting of your book?
Materials
Needed: / Reader’s Workshop novel, Reader’s Workshop Journal Week #1, Reader’s Workshop Vocabulary Recording Sheet, Reader’s Workshop required reading schedule
Differentiation: / Students were placed in Reader’s Workshop groups based on their STAR Reading test scores and interests.
Students were allowed to choose between 3-5 books at their reading level based on their interests.
Technology: / Students will be allowed to use their phones, tablets, or the classroom computers or iPads to look up the definition of unknown words.
Assessment
Methods: / Informal Assessment: Reader’s Workshop Journal prediction question will assess the student’s ability to make predictions about a book based on the cover.
Formative Assessment: Reader’s Workshop Journal setting question will assess the student’s ability to determine the setting of a book including where and when and cite evidence to support their conclusions.
1st Period
8:50-9:40 / RTI Planning
2nd Period
9:43-10:33 / Parallel Teaching (Moore-Group 1/Ray-Group 2)
- Look at the cover of the book and read the synopsis given. In your Reader’s Workshop Journal, make predictions about what will happen in the book. Predictions should go beyond what is told in the synopsis.
- Before reading the required pages, preview Reader’s Workshop Journal Week 1 Day 1 to give yourself a “reason to read” (setting).
- Read the required pages for Week 1 Day 1 (see required pages schedule) orally in your group taking turns to ensure that everyone has a chance to read (number of pages read can be determined by the comfort level of each student, but everyone must read a little out loud when it is his/her turn to read) As you read, use sticky notes to mark evidence of setting and record vocabulary words that you do not know on the Reader’s Workshop Vocabulary Recording Sheet. Then use your phone, tablet, class computer or iPad to look up the definition. Make sure everyone understands the meaning of the word to ensure comprehension of the material read.
- Work as a group to answer the question about setting and story map. (Reader’s Workshop Journal – Week 1 Day 1) Be sure to discuss what evidence you can use to support your conclusions about the setting (when and where) and include a page number.
3rd Period
10:38-11:26 / Planning
7th Grade
Homeroom/
RTI Reading
11:29-11:57 /
4th Period
11:29-12:19 / Planning
Homeroom/
RTI Reading
12:22-12:55 /
12:55-1:25 / Lunch
6th Period
1:25-2:19 / Parallel Teaching (Moore-Group 1/Hubert-Group 2)
- Look at the cover of the book and read the synopsis given. In your Reader’s Workshop Journal, make predictions about what will happen in the book. Predictions should go beyond what is told in the synopsis.
- Before reading the required pages, preview Reader’s Workshop Journal Week 1 Day 1 to give yourself a “reason to read” (setting).
- Read the required pages for Week 1 Day 1 (see required pages schedule) orally in your group taking turns to ensure that everyone has a chance to read (number of pages read can be determined by the comfort level of each student, but everyone must read a little out loud when it is his/her turn to read) As you read, use sticky notes to mark evidence of setting and record vocabulary words that you do not know on the Reader’s Workshop Vocabulary Recording Sheet. Then use your phone, tablet, class computer or iPad to look up the definition. Make sure everyone understands the meaning of the word to ensure comprehension of the material read.
- Work as a group to answer the question about setting and story map. (Reader’s Workshop Journal – Week 1 Day 1) Be sure to discuss what evidence you can use to support your conclusions about the setting (when and where) and include a page number.
7th Period
2:19-3:12 /
- Look at the cover of the book and read the synopsis given. In your Reader’s Workshop Journal, make predictions about what will happen in the book. Predictions should go beyond what is told in the synopsis.
- Before reading the required pages, preview Reader’s Workshop Journal Week 1 Day 1 to give yourself a “reason to read” (setting).
- Read the required pages for Week 1 Day 1 (see required pages schedule) orally in your group taking turns to ensure that everyone has a chance to read (number of pages read can be determined by the comfort level of each student, but everyone must read a little out loud when it is his/her turn to read) As you read, use sticky notes to mark evidence of setting and record vocabulary words that you do not know on the Reader’s Workshop Vocabulary Recording Sheet. Then use your phone, tablet, class computer or iPad to look up the definition. Make sure everyone understands the meaning of the word to ensure comprehension of the material read.
- Work as a group to answer the question about setting and story map. (Reader’s Workshop Journal – Week 1 Day 1) Be sure to discuss what evidence you can use to support your conclusions about the setting (when and where) and include a page number.
8th Period
3:15-4:05 /
- Look at the cover of the book and read the synopsis given. In your Reader’s Workshop Journal, make predictions about what will happen in the book. Predictions should go beyond what is told in the synopsis.
- Before reading the required pages, preview Reader’s Workshop Journal Week 1 Day 1 to give yourself a “reason to read” (setting).
- Read the required pages for Week 1 Day 1 (see required pages schedule) orally in your group taking turns to ensure that everyone has a chance to read (number of pages read can be determined by the comfort level of each student, but everyone must read a little out loud when it is his/her turn to read) As you read, use sticky notes to mark evidence of setting and record vocabulary words that you do not know on the Reader’s Workshop Vocabulary Recording Sheet. Then use your phone, tablet, class computer or iPad to look up the definition. Make sure everyone understands the meaning of the word to ensure comprehension of the material read.
- Work as a group to answer the question about setting and story map. (Reader’s Workshop Journal – Week 1 Day 1) Be sure to discuss what evidence you can use to support your conclusions about the setting (when and where) and include a page number.
Mrs. Moore / 8th Grade Reading / Lesson Plans – Wednesday, March 4, 2015
Standards: / ELACC8RL10: 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
ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
ELACC8RL2: 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.
ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
ELACC8RL4: 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.
Essential
Question: / How do author’s reveal the character traits of a character?
Materials
Needed: / Reader’s Workshop novel, Reader’s Workshop Journal Week #1, Reader’s Workshop Vocabulary Recording Sheet, Reader’s Workshop required reading schedule
Differentiation: / Students were placed in Reader’s Workshop groups based on their STAR Reading test scores and interests.
Students were allowed to choose between 3-5 books at their reading level based on their interests.
Technology: / Students will be allowed to use their phones, tablets, or the classroom computers or iPads to look up the definition of unknown words.
Assessment
Methods: / Formative Assessment: Reader’s Workshop Journal character trait questions will assess the student’s ability to analyze a character and provide evidence to support their analysis of what the character is like.
1st Period
8:50-9:40 / RTI Planning
2nd Period
9:43-10:33 / Team Teaching (Moore/Ray both lead)
- Turn-in energy drink packet if you haven’t done so already.
- Warm-Up: Make sure the previous day’s Reader’s Workshop Journal entries are complete (Week 1 – Day 1) If you were absent yesterday, begin reading the required pages to help get yourself caught up.
- Mrs. Moore and Mrs. Ray will pull each group to front of room to conference about Reader’s Workshop Journal Week 1 Day 1.
- Before reading the required pages, preview Reader’s Workshop Journal Week 1 Day 2 to give yourself a “reason to read” (character traits).
- Read the required pages for Week 1 Day 2 (see required pages schedule) orally in your group taking turns to ensure that everyone has a chance to read (number of pages read can be determined by the comfort level of each student, but everyone must read a little out loud when it is his/her turn to read) As you read, use sticky notes to mark evidence of setting and record vocabulary words that you do not know on the Reader’s Workshop Vocabulary Recording Sheet. Then use your phone, tablet, class computer or iPad to look up the definition. Make sure everyone understands the meaning of the word to ensure comprehension of the material read.
- Work as a group to complete the character trait table and story map question. (Reader’s Workshop Journal – Week Day 2) Be sure to discuss what evidence you can use to support your conclusions about the character traits and include a page number.
3rd Period
10:38-11:26 / Planning
7th Grade
Homeroom/
RTI Reading
11:29-11:57 /
4th Period
11:29-12:19 / Planning
Homeroom/
RTI Reading
12:22-12:55 /
12:55-1:25 / Lunch
6th Period
1:25-2:19 / Team Teaching (Moore/Hubert both lead)
- Turn-in energy drink packet if you haven’t done so already.
- Warm-Up: Make sure the previous day’s Reader’s Workshop Journal entries are complete (Week 1 – Day 1) If you were absent yesterday, begin reading the required pages to help get yourself caught up.
- Mrs. Moore and Mr. Hubert will pull each group to front of room to conference about Reader’s Workshop Journal Week 1 Day 1.
- Before reading the required pages, preview Reader’s Workshop Journal Week 1 Day 2 to give yourself a “reason to read” (character traits).
- Read the required pages for Week 1 Day 2 (see required pages schedule) orally in your group taking turns to ensure that everyone has a chance to read (number of pages read can be determined by the comfort level of each student, but everyone must read a little out loud when it is his/her turn to read) As you read, use sticky notes to mark evidence of setting and record vocabulary words that you do not know on the Reader’s Workshop Vocabulary Recording Sheet. Then use your phone, tablet, class computer or iPad to look up the definition. Make sure everyone understands the meaning of the word to ensure comprehension of the material read.
- Work as a group to complete the character trait table and story map question. (Reader’s Workshop Journal – Week Day 2) Be sure to discuss what evidence you can use to support your conclusions about the character traits and include a page number.