Lesson Plans for 8th Grade
Week of  September 22nd, 2011
1. On the first two days, students will take notes on the Classroom Procedures and Expectations of Ms. Carlson-Yellen.
2. Students will write in their journals.
3. Students will copy down their Home Learning Assignment.
4.  Students will take the Baseline Reading Assessment.
Home Learning
a
"Raymond"s Run,"  by Toni Cade Bambara

This lesson is based on the
McDougal Littell; Literature Lesson for this story.

length: 100 Minutes

OBJECTIVE(S)

Students will: . .
  •explore the key idea of motivation
  •identify and analyze stages of plot
  •read a short story
  •make and support inferences
  •build vocabulary for reading and writing
  •use context to determine the meanings of compound words (also and EL language objective)
  •correct sentence fragments
  •use writing to analyze literature
  •write a descriptive essay

Warm-up/Journal Writing. Students will choose another student in the class to describe in great detail, without that student knowing.
Afterwards, the teacher will read some of these descriptive essay aloud in class and students will try to identify who is being described.

Materials:
Texbook: McDougal Littell; Literature for the 8th grade
Handouts:  Literary Analysis - Plot, Make Inferences, and Avoid sentence Fragments.
Area of Interaction: Health and Social Issues

     Big Question:   What's Worth the Effort?
     Unit Question:  When are you motivated to achieve your best?

  Assessments:
     1.  Test
     2.  Culminating Activity:  Students will build a mobile with three of their goals.
Week of August 29th - September 2nd, 2011

  

Instructional Focus: Reading Literary Texts – Nonfiction
Go over strategies for reading nonfiction (Memoir).
Students will take notes.


     AREA OF INTERACTION:  APPROACHES TO LEARNING
     ESSENTIAL/BIG QUESTION:  HOW DO YOU STUDY?

OBJECTIVE:  The student will take comprehensive notes to use on a test.
GOAL:  The student will study, come prepared to class with organized notes to use as a reference for a test on the Elements of a Story.

Agenda 8/30
1.
Do Now - Journal Writing:  How do you prepare for a test?
2.
Students will take notes using the Reading Handbook and the Glossary of Literary Terms.  Note:  There will be a test on the following Literary Terms and Reading Strategies for Literary Nonfiction on Friday, Sept. 2nd.
     1.  Instructional Focus:  Reading Literary Texts
          a. Reading a Short Story
               i. Plot -  Conflict/problem
              ii. Exposition – Setting; Characters and Conflict introduced
             iii. Rising Action – Events leading up to the climax
             iv. Climax – At the climax ( the highest point of interest), the main character realizes how to  solve the conflict/problem .  For example, the  climax of
Raymond’s Run is when Squeaky realizes she can help her brother become a runner and doesn’t have to win in order to prove her running skills.  The climax is the turning point of a story.
              v. Falling Action – when the story begins to draw to an end.  It comes after the climax and before the resolution.  It shows the results of the character’s important decision.
              vi. Denouement/Resolution – This is the final outcome of the story and shows the final outcome of the main complication.
          b. Reading Literary Nonfiction
                i.   When reading a biographical or autobiographical writing
use a family tree or word web to keep track of the people    mentioned
                ii.   When reading an essay, evaluate the writer’s ideas. Look
       for the main idea and the supporting details.  What does
       the writer want you to know or do?

Test 9/1
    
8th Grade Test on the Elements of a Story, Reading Strategies for  
       Nonfiction, and Grammar – Subject and Predicate


  1. Explain what the denouement is in a story – It is the final outcome of the story
  2. How does the tension increase in a story? – Tension increases in the Rising Action, those events leading up to the climax of a story.  These events add suspense and grab the interest of the reader to finish reading a story..
  3. What is a predicate? It is the verb or verb phrase that expresses the essential thought about the subject of the sentence.  It tells what the subject does or has.
  4. When is the conflict resolved in a story?  The conflict is resolved in the climax.  The main character realizes how to solve a problem or how to get out of a predicament he or she is in.
  5. Explain the strategy you would use when reading a biography. You should use a family tree or a word web to keep track of the people mentioned.
  6. What two things does one find in the setting?  Time and place of a story.
List four things you would find in the exposition about the story.
  7. Background information
  8. Setting is introduced
  9. Learn who the important characters are.
10. The conflict that the main character faces is introduced

NOTE: 8h Grade Students used their notes to take this test.. They were supposed to study their notes for this test. 

Students are also taking the Baseline Assessments during Homeroom, and the time for first and second periods are shorter than usual.


                                          Agenda for 9/1

  I.  Do Now - Journal:  How do I study for a test?
II.  Take Test (Students will write the questions and  answers) 
III.  Peer Grade Test   
IV. Work in Grammar Workbook
  Concrete and Abstract Nouns – Use Glencoe Language Arts Grammar and Language   Workbook – pages 63-63.
     • Write the definitions for concrete nouns and abstract nouns in your own notebook.
     • Do the even numbers only
     • Write the nouns down for each sentence
     • Underline concrete nouns
     • Circle abstract nouns.


  Reflection:
Students did not do well on this test.  They are in the eighth grade. and need to know how to determine the Elements in a Story.  Since they are in the eighth grade, I am not retesting them.  They will soon be off to high school and need to take responsibility for their education.  However, I will need to incorporate locating the different elements of a story in future lesson plans.



 
Lessons
                                                 Simile Folder Project

  A simile compares two unlike things using like, or as, and gives them a commonality.


Objective: The student will write a simile on the cover of his/or her IB/MYP folder and illustrate it.

  Directions:

    1. On a sheet of paper, write a simile to compare yourself to an unlike thing, or object, that is really  unusual and unique.  Then, think about what you have in common with this unlike thing, or object. (List two reasons, or examples.)
    2. First step - Write a simple simile:  I am a ____________, because I am __________ and _________.
    3. Improve your simile by rewording it:  (Adjective  or gerund) and (Adjective  or gerund)  like, or as, a _______________, I am ___________.  OR Like, or as, a _________, I am _________________ and ___________________.
 
4. Do not compare yourself with:
        • a flower
        • a gem
        • a star
        • a robot
        • anything  that has human characteristics/qualities - angel, devil, saint
        • any occupation a human can fill – lawyer, doctor, ballerina, clown
        • anything that is violent – any type of weapon                                                      
Home Learning
Lesson Plan for September 7th and 9th, 2011
• Area of Interaction: Health and Social Education
    A.  Unit/Essential Question: How can you make informed choices by understanding political decisions?
    B.  Unit/Essential Question:  How did you feel when you had to leave a  special person or place?   (Journal Writing)
    C.  Unit/Essential Question:  What is Terrorism?
    D.  How can political events affect our lives?

Lesson is based on 9-11 and the memoir, "My First Free Summer," by Julia Alvarez - Lexile Level: 820

It is adabted  from the M-DCBS Pacing Guide and Learning Village - Memoir 


Background: Discuss how political events have an impact on our lives.  Discuss 9-11 and Terrorism.  What current political events affect your life?   Why dp people leave their homeland because of the political climate there?
      In
My First Free Summer, Julia Alvarez "faces the pain of leaving her homeland, even as she realizes the dangers of staying. "   Students will read this memoir aloud in class and discuss how it feels to leave a homeland.

OBJECTIVE(S)      Florida SSS: LA.8.1.6.7, LA.8.1.7.4, LA.8.2.2.4
    Students will . . .
  • explore the key idea of leaving
  • analyze characteristics of a memoir
  • read a memoir
 
• analyze cause-and-effect relationships
  • build vocabulary for reading and writing
  • use structural analysis to identify word roots and affixes (also and EL language objective)
  • determine meaning of derivatives by applying knowledge of the Latin root dict (also and EL language objective)

Materials: 
  1.  Textbook:
     • McDougal Littell: Literature (Florida Edition) – 2009. Pupil/Teacher's Edition Pages: 110-117
  2.  Overhead Transparencies: 
     • My First Free Summer – Cause and Effect
     • My First Free Summer – Vocabulary Study – Words in context
  3.  Handout:
     • "The Roots of Terrorism," by Toni Lee Robinso
Words To Know
     • contradiction
     • interrogation
     • replete
     • summon
     • unravel

Agenda:
1.  Do Now - Journal: How have the events of 9-11 changed our lives?  
2.  Quietly read "The Roots of Terrorism,"
by Toni Lee Robinson, and then on your own sheet of paper, write the answers only to the questions given.  This will count as 1 grade and will be peer-graded in class.
3.  Students will analyze the Essential Question: How can political events affect our lives?  They will be put into six different groups.  Each group will use one of the Six Thinking Caps to formulate three good discussion ideas and will present the best one to the class.  Each group will focus their discussion on the critical thinking concept of the "Thinking Hat" given to them.
The Six Thinking Hats:
Six distinct states are identified and assigned a color:

Information: (White) - c
onsidering purely what information is available, what are the facts?
Emotions (Red) - i
nstinctive gut reaction or statements of emotional feeling (but not any justification)
Bad points judgment (Black) -
logic applied to identifying flaws or barriers, seeking mismatch
Good points judgment (Yellow) -
logic applied to identifying benefits, seeking harmony
Creativity (Green) -
statements of provocation and investigation, seeing where a thought goes
Thinking (Blue) -
thinking about thinking

4.  Strong Readers will read "My First Free Summer"
aloud in class.    Working in the same groups, students will take notes and answer the questions presented in the margins of this story in their own journals.
5.  Cause and Effect: 
Using the transparency for the overhead projector, students will analyze cause and effect relationships
6.  Exit Card: Write in your Journal
       Write a question you'd like to ask or something you'd like to know more about.


REFLECTION
:  I was not able to use the Six Thinking Hats. There are 31 students in this class.  With more of them having questions to ask when going over reading comprehension, I have not been able to move this class along at a faster pace.  All Assignments completed on agenda.
Lesson Revised for 9/9


   
AOI – Approaches to learning
   
Unit/Essential Question: What can you learn from a job?


   
IF: Information Text
 
Objective: The student will be able to analyze sensory details – imagery

 
AGENDA
      1. Do Now –Journal: What can you learn from doing a chore?
      2.   Textbook on Line & Home Learning
      3.   Read “One Last Time" - 816
            a. First, Define imagery
            b. Then, create a Sensory Chart with imagery sentences or phrases from the story. 
            c. Write the line/s where you found the imagery
       4.  Read “Hw Things Work” and answer #’s a-7
       5.  Exit Question:  How did creating the Sensory Chart help you to understand imagery?

    
VOCABULARY
        1. ramble
        2. grope
        3. stoop
        4. irate
        5. feeble
        6. predicament                                                                                                                                    
HOME LEARNING
Lesson for  9/13 and 9/15
                                                         “Gil’s Furniture Bought & Sold,”
                                                                                    by Sandra Cisneros
9/13


IF: Words and Phrases
AOI: HSE
Essential Question:
What makes something priceless?

Objective: The student will understand the meaning of symbol/s while reading “Gil’s Furniture Bought & Sold,” by Sandra Cisneros.

AGENDA:
1. Do Now – Journal: Describe your most prized possession and tell why it is special to you.  Is there any circumstance under which you might give away or sell this object? Explain.
2. Notes in your own notebook: Define symbol
3. As you read “Gil’s Furniture Bought & Sold,” (450) you are to identify the  symbol/s used in this story  Use the questions on 449 to do so.  On a separate sheet of paper, write this down.  Answer these particular questions to identify the symbol.
4. Then complete 1-8 on page 452, Reading Writing Connection – B, and 1-4 on page 453.  Turn this in.
5. End Lesson:  Explain how you can relate to the main character of this story in your journal.

Note: There were only 25 handouts for word choice and there are 31 students.  Therefore the home learning assignment will be given on Thursday, 9/15..


8th Grade Lesson for 9/15

IF: Words and Phrases
AOI: HSE
Essential Question:  What makes something priceless?

Objective:  The student will use a word other than go, walk, jump, fly, or move to describe exactly how an individual, animal or object relocated in space.  (Word choice and synonyms.)

AGENDA:
1.
Do Now – Journal:  Make lists of precise words for each of the following words:  go, walk, jump, fly, or move
2.
Make Your Move (handout):  Other than writing on your own paper and writing each noun and line down on your sheet of paper, follow the directions on the handout to complete this assignment.
3. Look at the Art Transparency on the overhead projector titled,
Farberware Coffeepot, Jeanette Pasin Sloan.
4. Prewriting Activities
• Describe the setting.
• Where is it set?
• What time of day?
• Describe the background.
• Determine why this coffeepot is priceless to you
• Tie this coffeepot in with a historical event.
• Determine the mood you wish to use
• Draft your memoir (It must be at least 4 paragraphs long.).
5. Write a memoir based on this coffeepot. Tie the coffeepot in with an actual historical event that happened in the 1960’s -70’s.
6. End Lesson:  What helped you the most in today’s lesson - Journal

Home Learning: Write a memoir based on this coffeepot.  Make sure you tie it in with an actual historical event that happened in the 1960’s -70’s.  It must be at least 4 paragraphs long.
Lessons for the  Week of February 19th, 2011
                           Title:  “The Spiderman Behind Spiderman”
                                           (Bijal P. Trivedi) Pg. 864
                           Essential Question:  What is your dream job?

The Week of September 19th, 2011
Grade 8
9/19


Instructional Focus (IF): Vocabulary and text Features (Baseline Data)

Pacing Guide Objectives:
LA.8.1.6.1 - The student will use new vocabulary that is introduced and taught directly.
LA.8.1.6.3 - The student will use context clues to determine meanings of unfamiliar words.
LA.8.1.6.7 - The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

AGENDA:

1. Do Now-Journal: Write down what your dream job would be.  Pair/Share – Ask your partner what his or her dream job would be.  Write in your journal how this compares with your own dream job.
2. Write the title, “At the Root of It,” write the objective for  LA.8.1.6.7, and complete the assignment written on the board,
3. Write the title, “The Spiderman Behind Spiderman,” then, the IF and objective for LA.8.1.6.3.  Now answer all of the questions in the margins of this article.  Write the answers only.  This will be peer graded in class and counts as 1 grade.

End Lesson: What did you learn about entomology?

Home Learning -  Assigned on 9/19 

Define and write compound (and, or, but) sentences for:
1. entomology
2. perseverance
3. engaging
4. rendition
5. subheading sidebar
6. animate
Due: 9/21


9/21 – Sub Plan – Main Idea


9/23 - 9/25

Instructional Focus (IF):
Vocabulary and text Features (Baseline Data)
.
AGENDA:
• LA.8.3.1.2 - The student will prewrite by making a plan for writing that addresses purpose, audience, main idea, logical sequence, and time frame for completion
- Do Now-Journal: I think__________ is a real problem today, because it affects __________.  This problem could be solved by ____________, ______________, or ________.  This is a good solution because___________________________.

• LA.8.2.2.3 - The student will organize information to show understanding or relationships among facts, ideas, and events   Page 859
1. Students will complete the questions found in the margin on page 859 (text Features )
2. Peer Grade.

• LA.8.3.2.2 - The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant.
- Students will write a problem-solution essay
• LA.8.3.4.2 - The student will edit for correct use of capitalization, including names of academic courses (e.g., Algebra I) and proper adjectives (e.g., German shepherd, Italian restaurant).
END LESSON     -    Students will check for capitalization
Week of September 26th
          Over the Top:: The True Adventures of a Volcano Chaser
                                  by Renee Skelton - Page 874

                     
Essential Question: Why do people seek danger?

Lessons for the Week of September 26th

Instructional Focus:  Text Features
Baseline Data:  Literary Analysis

Pacing Guide Objectives:

LA.8.1.6.3 - The student will use context clues to determine meanings of unfamiliar words.

LA.8.1.6.10 - The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools.

LA.8.1.7.7 -
The student will compare and contrast elements in multiple texts (e.g., setting, characters, problems).

LA.8. 2.2.1 - The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

AGENDA:
  1. 
Do Now/Journal - Use a Web to explore why people enjoy different dangerous activities.  See page 874.
  2.  Copy down the LA.2.2.1 OBJECTIVE AND CREATE A CHART as seen on page 875. 
                  _________________________________________________________________________________
                                            TYPE OF GRAPHIC AID                    I                  WHAT IT EXPLAINS

       As you use reading strategies to read this article, complete the chart above using at least 4 different graphic aids found in the text features and explain what each means.
  3.  Copy down the objective for LA.8.1.6.3.  THEN GO BACK AND SKIM THE ARTICLE FOR WORDS THAT ARE NOT BOLD THAT YOU ARE UNFAMILIAR WITH -- such as caldera, tethered, deforms, and illuminates.  Write the words and their meanings using context clues.
  4.  Write down the objective for LA.8.1.7.7 AND ANSWER NUMBER 6 on PAGE 882.
  5. 
END LESSON/JOURNAL:  (Write the questions and answer each in your journal.):  Why do you feel Carsten Peter feels it is important to film volcanoes in spite of the danger involved?  If he were your uncle, would you support his endeavor?  Why or why not?


Home Learning: Students will complete their essays on a specific problem they find important to solve in today's world.             Due: 9/28