LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or readers (e.g., created through the use of dramatic irony) create such effects as suspense or horror.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. / LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or readers (e.g., created through the use of dramatic irony) create such effects as suspense or horror.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. / LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or readers (e.g., created through the use of dramatic irony) create such effects as suspense or horror.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. / LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or readers (e.g., created through the use of dramatic irony) create such effects as suspense or horror.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. / LAFS.8.RL.2.6
Analyze how differences in the points of view of the characters and the audience or readers (e.g., created through the use of dramatic irony) create such effects as suspense or horror.
LAFS.8.RI.2.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
KNOW:
How writers use dramatic irony to create suspense and humor.
DO:
Determine the author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Quote, paraphrase, or cite textual evidence. / KNOW:
Recognize theme/or and central idea.
Identify supporting details.
DO:
Determine the author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Quote, paraphrase, or cite textual evidence. / KNOW:
Recognize theme/or and central idea.
Identify supporting details.
DO:
Determine the author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Quote, paraphrase, or cite textual evidence.
. / KNOW:
Recognize theme/or and central idea.
Identify supporting details.
DO:
Determine the author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Quote, paraphrase, or cite textual evidence.
. / KNOW:
Recognize theme/or and central idea.
Identify supporting details.
DO:
Determine the author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Quote, paraphrase, or cite textual evidence.
Strategic Thinking and Complex Reasoning / Strategic Thinking and Complex Reasoning / Strategic Thinking and Complex Reasoning / Strategic Thinking and Complex Reasoning / Strategic Thinking and Complex Reasoning
Students will analyze points of view; define dramatic irony, suspense, and humor. / Students will analyze points of view; define dramatic irony, suspense, and humor. / Students will analyze points of view; define dramatic irony, suspense, and humor. / Students will analyze points of view; define dramatic irony, suspense, and humor. / Students will analyze points of view; define dramatic irony, suspense, and humor.
Teacher will:
  • Teach academic and text connected vocabulary.
  • Model fluency with read aloud.
  • Assist students in citing evidence, marking text, annotating margins, and modeling writing process.
  • Use blended technology to assist students with reading The Outsider by Lovecraft.
Achieve Stretch Articles: Holocaust
Third 6 weeks Articles from LCS Scope and Sequence Chart
Students will read Achieve article on their Lexile level and complete the 5-step process on the computer.
Exit Ticket / Teacher will:
  • Teach academic and text connected vocabulary.
  • Model fluency with read aloud.
  • Assist students in citing evidence, marking text, annotating margins, and modeling writing process.
  • Use blended technology to assist students with reading The Outsider by Lovecraft.
Achieve Stretch Articles: Holocaust
Third 6 weeks Articles from LCS Scope and Sequence Chart
Students will read Achieve article on their Lexile level and complete the 5-step process on the computer.
Exit Ticket / Teacher will:
  • Teach academic and text connected vocabulary.
  • Model fluency with read aloud.
  • Assist students in citing evidence, marking text, annotating margins, and modeling writing process.
  • Use blended technology to assist students with reading The Outsider by Lovecraft.
.
Achieve Stretch Articles: Holocaust
Third 6 weeks Articles from LCS Scope and Sequence Chart
Students will read Achieve article on their Lexile level and complete the 5-step process on the computer.
Exit Ticket / Teacher will:
  • Teach academic and text connected vocabulary.
  • Model fluency with read aloud.
  • Assist students in citing evidence, marking text, annotating margins, and modeling writing process.
  • Use blended technology to assist students with reading The Outsider by Lovecraft.
Achieve Stretch Articles: Holocaust
Third 6 weeks Articles from LCS Scope and Sequence Chart
Students will read Achieve article on their Lexile level and complete the 5-step process on the computer.
Exit Ticket / Teacher will:
  • Teach academic and text connected vocabulary.
  • Model fluency with read aloud.
  • Assist students in citing evidence, marking text, annotating margins, and modeling writing process.
  • Use blended technology to assist students with reading The Outsider by Lovecraft.
Achieve Stretch Articles: Holocaust
Third 6 weeks Articles from LCS Scope and Sequence Chart
Students will read Achieve article on their Lexile level and complete the 5-step process on the computer.
Exit Ticket
Complete QA activity.
Achieve3000 Thought Question. / Complete QA activity.
Achieve3000 Thought Question. / Complete QA activity.
Achieve3000 Thought Question. / Complete QA activity.
Achieve3000 Thought Question. / Complete QA activity. Achieve3000 Thought Question.
Achieve 3000
  • Computers
  • Teacher Center (Stretch
Article)
  • The Close Reader, pp 21-30, The Outsider
/ Achieve 3000
  • Computers
  • Teacher Center (Stretch
Article)
  • The Close Reader, pp 21-30, The Outsider
/ Achieve 3000
  • Computers
  • Teacher Center (Stretch
Article)
  • The Close Reader, ppp 21-30, The Outsider
/ Achieve 3000
  • Computers
  • Teacher Center (Stretch
Article)
  • The Close Reader, pp 21-30, The Outsider
/ Achieve 3000
  • Computers
  • Teacher Center (Stretch
Article)
  • The Close Reader, pp 21-30, The Outsider

Homework: AR reading 20-30 minutes each night. / Homework: AR reading 20-30 minutes each night. / Homework: AR reading 20-30 minutes each night. / Homework: AR reading 20-30 minutes each night. / Homework: AR reading 20-30 minutes each night.

TUESDAY IS AN ACTIVITY SCHEDULE DUE TO FUNDRAISING AND THRUSDAY AND FRIDAY ARE FAIR TESTING DAYS IN THE MEDIA CENTER.

LESSON PLANS ARE SUBJECT TO CHANGE.