Lesson Plan- Week 10: October 27- 31, 2014
8th Grade
SWBAT:
learn listening strategies, including determining general meaning, main points, Important details, and implicit ideas.
identify and explain the significance of the essential elements in reading and writing.
Identify and describe power and control dynamics between the characters and how their circumstances influence their behavior.
Students will show their knowledge of the chapter through questions and vocab.
Differentiation/Modification:
Audio version of book
PowerPoint will be given in advance and printed.
Extra visuals and verbal cues and prompts
Additional time for assignments
Can see peer/group help
Vocabulary
8th Grade - Vocabulary LOTF- Fiction / 8th Grade – Vocabulary- Non Fiction- blatant
- taboo
- sinewy
- malevolently
- discounted
- chastisement
- impalpable
- ravenously
- implication
- preposterous
- diameter
- subside
- belligerence
- tacitly
- nape
- detritus
- mirage
- myriad
- indigenous
- host
- demarcate
- immunity
- epidemic
- forge
- trek
- inaccessible
- enable
- hoist
- loom
Reading Fiction: Lord of the Flies Ch. 4
Reading Non Fiction:
“People are causing a mass extinction on Earth; some try to stop it”
Article Achieve 3000: “Found! An Amazon Rainforest Tribe”
Article Achieve 3000: “Too Many Climbers?”
Grammar: Pronouns/ literary devices
Writing:Reflections/ Diary Journal of LOTF
Assessment: LOTF CH.1-4, literary devices and nouns/pronouns Unit Test.
Homework:
Monday: Reading Log 4 Due
Read and annotate article: “People are causing a mass extinction on Earth; some try to stop it”
Quiz on Ch. 1-3 in LOTF
Tuesday: Begin Reading Log 5: 30m for reading.
Wednesday: Tuesday: Read 30m for reading log.
Reflect on the following questions from the Article: “People are causing a mass extinction on Earth; some try to stop it”
- What is your reaction to the argument? Explain
Thursday: Tuesday: Read 30m for reading log.
Reflect on the following questions from the Article: “People are causing a mass extinction on Earth; some try to stop it”
- Do you support the idea of bringing back extinct species? Explain.
Friday: Read 30m for reading log.
Monday, October 27, 2014
Reading Log # 4 and 2 paragraph summary is due!
Do Now (10 min)
Literary Term of the Week Analogy: A comparison between two things for the purpose of explanation or clarification.
See Barack Obamas Analogy as he compares the economic recession to driving a car into a ditch.
I DO (15 min)
Pre Assessment on “What is a pronoun?”
Mini Lesson: PPPT Pronouns
A pronoun is a word that is used in a place of a noun or another pronoun
Personal Pronouns: I, we, she, them and it.
Singular and Plurals
Practice and Apply: List the personal Pronouns in each sentence
Writing: Write a short dialogue between two people who are hiking. Use pronouns to make the dialogue sound natural.
* Write down the Vocabulary Words and look up the first 4
We Do (20 Min)
Review Question from chapter 3 in LOTF
Why was jack so eager for meat on the island with so much fruit and shellfish?
What evidence was there that jack fully focused on hunting?
Life Boat Survival Activity: See attached
Directions: you are going on a cruise for their senior class trip through the South Pacific to Tahiti when a fire breaks out on your ship.
You find yourself in a lifeboat with these other people in your group and in order to survive you must throw over 20 of the items on the list. You will present your throwaway list to the class and explain why each item was tosses and why some were kept. Also, as a ‘society’ within the lifeboat, make a list of the first 5 things you must do and list them in the order of importance. You will have 15 minutes to
work on your plan and then you will present it to the class.
Group Presentations.
Class Discussion: We will discuss how this activity relates to the experiences in the novel so far:
- Who makes the decisions in a group?
- How hard was it to agree?
- What happens when you don’t agree?
- Do natural leaders emerge?
- Can you see how anger and struggle for power emerges?
Discuss as a class how this power and survival struggle is evident in out lives, in government, social structures, schools etc.
You Do (10 Min)
Begin Reading Ch. 4
Exit Slip: “Would you rather be stranded on an island alone for 3 years (with food) or stranded with a group of people and struggle for survival?” Explain your choices.
Assessment: group work and class discussion
Homework: Reading log- read for 30 minutes.
Read and annotate article: “People are causing a mass extinction on Earth; some try to stop it”
Tuesday, October 28, 2014
Do Now (10 min)
“What Would You Do?” Journal Write and Class Discuss
I Do (15 Min)
Mini Lesson: PPPT Subject Pronouns
A subject pronoun is used as the subject of a sentence or as a predicate pronoun after linking the verb.
Predicate pronoun: follows the linking verb and identifies the subject.
Practice and Apply: List the personal Pronouns in each sentence
* Write down the Vocabulary Words and look up the next 4 (should have a total of 8 words with definitions.)
PPPT on Literary Devices.
Go Over: What is a literary Device?
Alliteration
Hyperbole
Imagery
We Do (5 Min)
Quiz on Ch. 1-3 LOTF
You Do (30 M)
Achieve 3000 Article Lesson.
- Introduce the source materials to your students by using the summary information from the Sources of Information section below. Inform students that one of the key concepts in the lesson is that many of Brazil‟s indigenous communities face a range of threats, so officials are working to identify the groups in order to help preserve their culture and ensure their survival.
- Put the academic vocabulary on the board so students can see the words. Pronounce each term and provide a student-friendly definition that is appropriate for use in the text.
Then, explain to students that in order to understand the key ideas in the lesson, they need to understand the term indigenous communities. Offer a description such as the following:
An indigenous community is an ethnic group that has a historical tie to a territory or land dating back to a time before it was colonized by outsiders. In many cases, the outsiders form a society or a nation on the territory, and their culture, language, and government becomes dominant. However, indigenous peoples often make an effort to preserve their own ethnic identities. They may remain on their ancestral lands, continue to speak their own languages, and maintain their native customs. In all of these ways and more, indigenous peoples ensure that their communities survive and their histories are not forgotten.
After discussing the meaning of indigenous communities, ask students to rephrase the description in their own words.
Let students know that the Amazon rainforest is home to some of the planet‟s last uncontacted indigenous tribes. Show a brief book trailer of The Unconquered: In Search of the Amazon‟s Last Uncontacted Tribes. Afterward, conduct a think-pair-share, giving students two minutes to think and write down their reaction to the video, along with one question that they hope will be answered in the lesson. Then, have students pair off and share with a partner what they wrote.
Comprehend and Collaborate
Develop and extend student comprehension by discussing the following questions in a whole- class or small-group setting. Answers will vary, depending on students‟ background knowledge and understanding of the subject, but blue text provides examples of the kind of thinking this lesson might stimulate.
- Reexaminethetimeline“NativeAmericanPeoples:Epidemics.”Identifythediseasesthat were recurring epidemics in the New World between 1492 and 1756. What did these epidemics all have in common? Measles and smallpox repeatedly wiped out large numbers of Native Americans. The diseases were spread when the natives and explorers traveled from region to region.
- Thinkabout“Found!AnAmazonRainforestTribe.”Whyisfirstcontactwiththepreviously uncontacted tribes described as often “catastrophic”? Many members of the tribe get sick within months after first contact since they don’t have immunity to diseases common to outside society.
- Further Discussion. Remind students about the Poll for the lesson: People are better off if they adopt a modern way of life. Ask students if they agree or disagree with this statement, encouraging them to provide specific evidence from the readings, research, or discussion to support their opinion. Ask students whether their opinions have changed over the course of the lesson.
Wednesday, October 29, 2014
Do Now (10 min)
“Quote of the Week” Explain what this Quote means and how it could apply to your own life.
I Do (15 Min)
Mini Lesson: PPPT Object Pronouns
A object pronoun is used as a direct object, and indirect object, or n object of a preposition.
Direct object receives the action of the verb and answers the whom or what
Indirect object the pronoun tells to whom or what or whom or what an action is performed.
Practice and Apply: * Write down the Vocabulary Words and look up the next 4 (should have a total of 12 words with definitions.)
PPPT on Literary Devices.
Go Over: Metaphor
Onomatopoeia
Personification
Repetition
We Do (20 Min)
Read: LOTF Ch. 4
Read and discuss:
Antaeus in Manhattan
I will have a copy on the overhead and model annotating and reading strategies. Students will follow along. Ask students to use markers to annotate/highlight areas they don’t understand, note vocab, ask students for definitions and explanations and connections to what they are learning in different classes. Give them the chance to be experts.
I will teach how we read difficult texts and make meaning, connections, assumptions, inferences, and figure out vocab. by contexts.
I will show related images (ant farm, aerial view of a snaking line of people, ants and termites antennae, colony at work,
Create a group PowerPoint/Keynote answering and providing text evidence:
Discuss and give examples of how this story relates to Lord of the Flies.
-What do they think about communities, societies, individuals, death and deprivation?
-How does this link back to the activity in the game we played the first day of class?
-Why and how do they think this happens to people?
What examples do we see around us or in our society?
You Do (Min 10)
Share Responses!
Homework: Reflect on the following questions from the Article: “People are causing a mass extinction on Earth; some try to stop it”
- What is your reaction to the argument? Explain
Thursday, October 30, 2014
Do Now (10 min)
Video Clip Response: What do you think: “if you never failed, you never lived” means? Do you think it is true? Why or Why not?
Class discussion
I Do (15 Min)
Mini Lesson: PPPT Possesive Pronouns, Reflexive and intensive pronouns, interrogatives and demonstrative pronouns, pronoun-antecedent agreement, indefinite pronoun agreement
PPPT on Literary Devices.
Go Over: Simile
Stanza
Symbolism
Idiom
We Do (20 Min)
Audio: Finish reading Ch. 4
Practice and Apply: * Write down the remaing Vocabulary Words for LOTF with their defenitions.
The boys on the island seem to have split into two groups: Ralph’s builders and Jack’s hunters. As students read, have them create a dual-entry journal.
• What do the focus on hunting and the desire to kill a pig reveal about the boys’ understanding of life, violence, power and control?
Dual-entry Journals After reading, the reader writes what he or she believes the text is saying, noting his/her current understanding as a brief summary statement in one column, and in another, how he/she has come to that interpretation. This could be seen as Evidence (I saw in the text) and Interpretation (I thought). After working individually on their evidence and interpretation charts, students can then share their sense-making in pairs or in small groups.
You Do (Min 10)
Wrap-up: Have your views about life, violence, power and control changed since the beginning of the book? Discuss.
Homework:
Homework: Reflect on the following questions from the Article: “People are causing a mass extinction on Earth; some try to stop it”
- Do you support the idea of bringing back extinct species? Explain.
Friday, October 31, 2014
Happy Halloween.
Log into Achieve 3000 and complete the next lesson:
I DO (10m)
Distribute the sentence strips (See Attached)to students as they enter class. Tell students that the strips are sentences from a News article. In a whole-class discussion, randomly call on students to read their sentence strips aloud. After all sentence strips have been read, ask the class what the article is mainly about. Did they get a general idea? Did they have to understand every word on the strips in order to get the general idea of what the article is about?
Explain that the purpose of the activity is to show that students
do not have to understand every word of what they hear, or even every sentence, in order to get a general idea of what the speaker is saying. Explain that, in this lesson, students will learn listening strategies that will help them to understand and remember more of what they hear in class and elsewhere.
We do (15M)
Preteach key vocabulary in “Three People Who Changed the World.”
Display the master Listening Strategies for students to refer to as they practice.
Divide students into small groups. Distribute blank copies of the Note-Taking Form and one copy of the article “Three People Who Changed the World” to each pair or group. Have students take turns passing the article around and reading it aloud, with each person reading a paragraph or two before giving the next person a turn. Tell students they should take notes while the other students read.
Distribute chart paper and a marker to each group. Tell each group to discuss their notes about the most important ideas and key details and then formulate a statement describing the general idea of the selection. They should write their statements at the top of the chart paper.
Have students summarize the main points and key details of the article on the chart paper below their main idea statements. You can also have them represent these main points and details in the form of a graphic organizer.
Bring the class together and discuss the group main idea statements and summaries. Encourage debate and come to a consensus about the best main idea statement and summary.
You Do (20 M)
Read and answer the question on the lesson.
Homework: Have a great weekend and don't forget your reading log! Read for 30 minutes!