Public Schools of Robeson County

6-12 ELA Lesson Plan Template

Teacher: Heather Hunt Subject/Grade Level: ELA 8 Date: September 6, 2016

Monday

Common Core ELA Standards:

ELA CC8RI2- Determine central idea and analyze its development including its relationship to supporting ideas;
Provide objective summary.

Anchor Standard(s)

Literacy.CCRA.R.2.-Determine central ideas or themes of a text and analyze their development; summarize the key
Supporting details and ideas.
Learning Target ( Ican ) / I can determine the central idea in an informational piece of non-fiction as well as identify those supporting details in the text.
Essential Question: / What is the purpose for having a central idea in nonfictional pieces? What would happen to our interpreting information if this important piece were not present in reading and writing?
Technology Standard: / 6.SI.1.2 Analyze content for the assigned task / Level of Bloom’s/ application
Academic Vocabulary
Relevant to
Unit/Tolerance for the first nine weeks / Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism,
Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation,
Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA
,Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor, Central idea supporting details

Strategies/Sequence of Instruction:

Engage:

The students will first engage with a 2 minute video demonstrating tolerance. The students will do a quick write on a sheet of paper that demonstrates what the video was demonstrating. The students will begin the objective with reviewing information on slide share that presents central idea within nonfiction texts. The students will recall this aspect of the goal with questions and answers that center around this goal such as: “What do you recall about central idea?” “How would you define central idea?” What is the central idea similar to?” “How would you be able to recognize the central idea and supporting details?”

Explore:

The students will explore central idea through practice examples/paragraphs with a topic on teen bullying.

Explain:

The students will be paired with a partner, the students will practice determining the central idea in the example by using a graphic organizer with their partner to find the central idea and supporting details to the text.

Elaborate:

Evaluate:

The students will be evaluated on their graphic organizer and completion on finding the central idea in the text.

Writing Component and % of Informational Text

The students will be using an information piece to locate the central idea in a text.

Assessment /Ways to check for Understanding:

21st Century Themes: 21st Century Skills:

Unit 1/Tolerance / Writing and Communication
Reflection:

Public Schools of Robeson County

6-12 ELA Lesson Plan Template

Teacher: Heather Hunt Subject/Grade Level: ELA 8 Date: September 7, 2016

Tuesday

Common Core ELA Standards:

ELACC8RI2- Determine central idea and analyze its development including its relationship to supporting ideas; provide objective summary.

Anchor Standard(s)

Literacy.CCRA.R.2.-Determine central ideas or themes of a text and analyze their development; summarize the key
Supporting details and ideas.
Learning Target ( Ican) / I can determine the central idea in an informational piece of non-fiction as well as identify those supporting details in the text.
Essential Question: / What is the purpose for having a central idea in nonfictional pieces? What would happen to our interpreting information if this important piece were not present in reading and writing?
Technology Standard: / 6.SI.1.2 Analyze content for the assigned task / Level of
Bloom’s/application
Academic Vocabulary
Relevant to
Unit/Tolerance for the first nine weeks / Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation,
Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA ,Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor

Strategies/Sequence of Instruction:

Engage:

The students will begin with engaging writing to a prompt on their favorite movie they had seen recently and writing two to four sentences on what the video was about. The students will respond to this by noticing how central idea/main idea is similar to their overall writing prompt.

Explore:

The students will engage with a nonfictional piece titled, “Want a Stronger Democracy?” The students will reiterate finding the central idea as they notice the textual features of the article from the New York Times.

Explain:

The students will be given colored paper, scissors, and coloring pens/markers. The students will be assigned paragraphs from the text to locate central idea with.

Elaborate:

The students will create a graphic organizer with strips designated as the supporting details and a round shape as the central idea. This diagram is similar to the previous example used on Monday.

Evaluate:

Students will be evaluated on their depiction of applying the central idea to the creation of the diagram.

Writing Component and % of Informational Text

The article used is an informational text.

Assessment /Ways to check for Understanding:

Classwork assignment/ students will also have practice homework for tonight with various paragraphs.

21st Century Themes: 21st Century Skills:

Unit 1/Tolerance / Writing and Communication
Reflection:

Public Schools of Robeson County

6-12 ELA Lesson Plan Template

Teacher: Heather Hunt Subject/Grade Level: ELA 8 Date: September 8, 2016

Wednesday

Common Core ELA Standards:

Literacy. RI.8.4-Determine the meaning of words and phrases as they are used in a text, including figurative,
Connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including
Analogies or allusions to other texts.

Anchor Standard(s)

Literacy.CCRA.R.4- Interpret words and phrases as they are used in a text, including determining technical
Connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Learning Target (Ican) / I can determine the meaning of words and phrases as they are used in a text to gather meaning in communication.
Essential Question: / How important are words? Do they create meaning? How do we create meaning from words?
Technology Standard: / 6.SI.1.2 Analyze content for the assigned task
Level of Bloom’s /analyze
Academic
Vocabulary
Relevant to
Unit/Tolerance
for the first nine weeks / Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal,
Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism,
Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy,
Allusion, Evidence, Valid, Credible, Tone, Formal, MLA ,Annotation, Figurative Language,
Hyperbole, Personification, Simile, Metaphor, Central Idea, Supporting Details

Strategies/Sequence of Instruction:

Engage:

The students will be engaging with a piece on “Mississippi School Holds First Interracial Prom.” The students will begin with annotating the text using a color code method. The students will begin with a first reading and then a second reading using a method where the students will fill in the blanks as we read out-loud.

Explore:

The students will then take 5-8 minutes using colors to mark on the text words or phrases that are not clear in meaning. The students can also use a color method to mark the words that they do comprehend.

Explain:

The students will mark on the side of their text in the color code designated a connotation to the word that is understood. The students will do the same process for the word that is unsure on the side of the text. The right side will be for certain words and the left side will be for uncertain words.

Elaborate:

The goal gained is for students to use many annotations to create connotations for the words that are uncertain. The students will be able to substitute those words in the article to determine if the words match with appropriate meaning.

Evaluate:

Students will be evaluated using the annotations that were created in the text.

Writing Component and % of Informational Text

Writing piece is informational used for practice in determining meaning.

Assessment /Ways to check for Understanding:

Classwork assignment and homework assignment for practice with an article making substitutions for words
To create meaning

21st Century Themes: 21st Century Skills:

Unit 1/Tolerance / Writing/Communication
Reflection:

Public Schools of Robeson County

6-12 ELA Lesson Plan Template

Teacher: Heather R. Hunt Subject/Grade Level: ELA 8 Date: September 9, 2016 Thursday

Common Core ELA Standards:

ELA CC8RI1-Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as
Inferences drawn from the text.

Anchor Standard(s)

Literacy.CCRA.R.1- read closely to determine what the text says explicitly and to make logical inferences from it;
Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Learning Target (Ican) / I can cite textual evidence to support or draw a conclusion and locate the information from the source, the text.
Essential Question: / What happens when someone mistakes what you say? Is it important for others to understand exactly what you say and mean? Explain your response.
Technology Standard: / 6.SI.1.2 Analyze content for the assigned task

Level of Bloom’s/application
Academic
Vocabulary
Relevant to
Unit/Tolerance
for the first nine weeks / Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal,
Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism,
Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy,
Allusion, Evidence, Valid, Credible, Tone, Formal, MLA ,Annotation, Figurative Language,
Hyperbole, Personification, Simile, Metaphor, Central Idea, Supporting Details

Strategies/Sequence of Instruction:

Engage:

The students will be engaging with the text through defining democracy as a quick write. Students will engage with a diagram on the smart board that uses blocks/shapes to manipulate words and make meaning. Volunteers will come to the board to write interpretations of what democracy is and place these words either as opposites or same, synonyms or antonyms.

Explore:

The students will explore an article that wrongly accused two individuals in the judicial system, an article titled, “Prosecutors and the Law.”

Explain:

The students will be creating an organizer in their notebook that shows three categories, questions, response, and what the text says. The students, after reading, will have questions designated from the text to begin. The students will respond to the question and then find the location in the text that states that.

Elaborate:

Students will be elaborating through determining what the text says explicitly as they examine where that information is located in the article.

Evaluate:

Evaluation will incorporate the students completed chart with a rubrics for evaluation.

Writing Component and % of Informational Text

Article, “Prosecutors and the Law.”

Assessment /Ways to check for Understanding:

Through rubrics for citing textual evidence.

21st Century Themes: 21st Century Skills:

Unit 1/ Tolerance / Writing/Communication
Reflection:

Public Schools of Robeson County

6-12 ELA Lesson Plan Template

Teacher: Heather Hunt Subject/Grade Level: 8 ELA Date: September 10, 2015 Friday

Common Core ELA Standards:

Anchor Standard(s)

Learning Target (Ican)
Essential Question:
Technology Standard: / Level of Bloom’s/
Academic Vocabulary Relevant to
Unit/Tolerance for the first nine weeks

Strategies/Sequence of Instruction:

Engage:

Student will have a quiz for assessment evaluating central idea in a text and determining words and phrases in a text. Quiz will be in multiple choice format with twenty questions the assessment will come directly from the resources in powerschool.

Explore:

Explain:

Elaborate:

Evaluate:

Writing Component and % of Informational Text

Assessment /Ways to check for Understanding:

21st Century Themes: 21st Century Skills:

Unit 1/Tolerance

Reflection: