8th GradeLesson Plans
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HOME LEARNING
OCT. 10TH is the FINAL Day for your BOOK COVERS.  MAKE SURE YOU TURN THEM IN.  IF YOU NEED THE BOOK COVERS YOU STARTED IN CLASS, THEY CAN BE FOUND ON TOP OF THE MILK CARTONS in FRONT of MY DESK.

DUE OCT. 9TH AND 10TH:  YOUR 1ST PERSON NARRATIVE ESSAY OR SHORT STORY ON 3 WISHES YOU WOULD LIKE TO COME TRUE.

         Extra Credit for ALL Students
Practice your FCAT Skills, Click on the Boy Reading a Book, and Take two Grade Level FCAT Tests.  You will get two A's plus your competency score (What you actually make on the test, itself.) After you take the tests on-line, print them out and turn them in to me.
8TH GRADE GIFTED PLANS:
ONE MILLION VOLUMES
By Rudolfo Anaya
8th GRADE
Instructional Focus: Author's Purpose


FIRST, Students will identify Author's Purpose by following the directions given on a handout "A Poison Tree."  Students will write on their own sheet of paper.

(From:  The BASICNot Boring Middle Grades Language Arts Book. (2000). Nashville: Incentive Publications, Inc.), 51.
AUTHOR'S PURPOSE
                          Standards Based Objectives:

(LA.A.2.3.4) The student will understand and appreciate a speech
(LA.E.1.3.3) The student will understand author's use of word choice.
(FCAT- LA.A.2.3.2) THE STUDENT WILL ANALYZE AUTHOR'S
PURPOSE TO ENHANCE UNDERSTANDING OF SPEECHES
(FCAT - LA.A.2.3.1) The student identifies main idea and the student identifies the underlying theme/s.
1.  To Inform/Explain
2.  To Entertain
3.  To Express an Opinion
4.  To Persuade
MOOD & TONE
Students will read "One Million Volumes, " by Rudolfo Anaya in McDougal Littell's The Language Of Literature (2003) on pages 851-860.  Students will understand how Anaya feels about the world of reading and how precious books are.
All Class Work Must Be Turned In!  It is Worth 4 Grades and Includes the          Instructional Focus Above
DIRECTIONS: Do the Instructional Focus First.  Then complete everything that follows:
GUIDING QUESTIONS:  1)  HOW DO I COMMUNICATE MY UNDERSTANDING OF AUTHOR'S PURPOSE?
2)  ANAYA IN HIS SPEECH,
ONE MILLION VOLUMES, SPEAKS ABOUT HIS LOVE OF BOOKS AND EDUCATION - HOW DOES HE VOICE HIS LOVE OF FREEDOM?   3)  HOW DOES MY OWN ATTITUDE TOWARDS READING AFFECT ME?
* Students must answer these three questions.

READING STRATEGY  Viewing and Representing  (LA.C.2.3.1) Students will examine and interpret the illustrations used  and determine if these photographs are  appropriate to illustrate Anaya's speech.  Do they represent ideas expressed by Anaya in his speech? 
*  Students must answer the two questions in "Art Connection" on page 859.
ANALYZING LITERATURE (TIMELINE BENCHMARKS: (LA.E.1.3.1; LA.E.1.3.2; LA.E.1.3.3)
*  Students must answer all questions on 858.
*  Students must answer all of the questions on the West Board.
ENGLISH CONVENTIONS  (LA.B.1.3.3)
*  Students will correctly rewrite incorrect sentences on page 711 k and 711 l for:  "War Party" and "One million Volumes."
*  Students must do the "Writing Exercise" on page 860.
*  Students must take notes on "Grammar in Context:" Adverb Clauses on page 860.
VOCABULARY AND SPELLING (FCAT LA.A.1.3.2)
*  Students must do the "Vocabulary and Spelling Exercise" on page 859
*  Students must have in their notes, the SPELLING STRATEGY: THE HARD AND SOFT
C SOUNDS.

 

Areas of Interaction
1.  ATL:
* Analyzing Literature for Author's Purpose
2.  Health and Social Education
How does my own attitude towards reading affect me? 
Guiding Question: If you could have 3 wishes that would come true, what would they be?
3.  Homo Faber: Book Cover

What Do You
Like to Read?
Click on the books to choose literature to read
and books on-line
More 8th Grade Gifted Lessons Below, continue to scroll down to see  them.
GIFTED 8th GRADE LESSON

Evaluating Information
(TIMELINE BENCHMARKS: (LA.E.1.3.5; LA.B.2.3.1)
DIRECTIONS:  FIRST, READ EVERYTHING.  STAY IN YOUR SEAT.  DO NOT TALK AND DISTURB STUDENTS AROUND YOU.  DO NOT USE THE COMPUTERS.  BATHROOM PRIVILEGE IS FOR EMERGENCY ONLY AND YOU MUST SIGN THE "RECEIVED BATHROOM PRIVELEGE" SHEET OF PAPER BEFORE LEAVING THE CLASSROOM.

ALL HANDOUTS AND WORKBOOKS ARE CLASS SETS AND MUST BE COLLECTED BEFORE CLASS IS OVER.  WRITE THE QUESTIONS AND THE ANSWERS.  USE YOUR OWN PAPER AND PENCIL OR PEN.  IF YOU MAKE A MISTAKE, CROSS IT OUT AND CONTINUE WRITING ON THE SAME PAPER.  (YOU NEED TO BE ENVIRONMENTALLY CONCERNED AND NOT WASTE TREES, WHICH WE NEED TO BREATHE.) 

READ EVERYTHING THOROUGHLY.  FOLLOW THE DIRECTIONS THAT ARE GIVEN TO YOU.  IF, AT FIRST, YOU DO NOT UNDERSTAND THEM, THEN READ THE DIRECTIONS OVER AGAIN MORE CAREFULLY.  I HAVE FAITH IN YOU.  I KNOW YOU HAVE THE ABILITY TO UNDERSTAND THE DIRECTIONS YOU READ, AND THAT YOU KNOW HOW TO DO YOUR BEST.


                           MAKE SURE YOU TURN IN ALL WORK.  CLASSWORK IS WORTH 4 GRADES TOTAL.
If you have a sub, you still must do the work; if you don't, you will get four zeroes, and since it is classwork, the grade you earn is the grade you get. (IBMYP Learner's Profile:  Thinkers, Principled, and Reflective about Learning)
8th GRADE
Instructional Focus: Author's Purpose
(Tone and Author's Argument)-Wrap-up
1st
Areas of Interaction:  1)  Health and Social Education (How can I look after myself and others?).  2)  Approaches to Learning in Language Arts: Determining Tone and Author's Purpose
Learner's Profile:  CARING - Students show empathy, compassion and respect for others.  They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
READ QUIETLY:  1) "S-s-speaking in Tongues," FCAT Preparation and Practice McDougal Littell: The Language of Literature - Student Workbook, 161.  2) THEN, ON YOUR OWN SHEET OF PAPER, WRITE THE QUESTION AND THE ANSWER FOR EACH QUESTION (43-49) ON PAGE 162.  3) Write the questions and the answers for the following questions:
*  How would it suddenly change your life if you developed a speech impediment such as stuttering?
*  How would you deal with it if speech therapy did not work for you?
*  What was the author's purpose for writing this passage?
*  Does the author have
empathy for  people who stutter?  Prove your position by using details from the passage.
*  Have you ever known someone who stutters?  If so, how were they treated by their peers and by you?
*  What could you do to change the negative reactions that others may have towards someone who stutters?
Click on the desk above to see
the list of
The IB Learner Profile
NOTE: Since I have been at professional development workshops and the 8th Grade students must attend Community Service Assembly Friday during the first block, 8th graders will be working on this lesson plan  this week and next week.
2nd
All students must write an essay in class for the 2007 Patriot's Pen Essay Contest sponsored by the Veterans of Foreign Wars of the United States (VFW).
According to the student entry form, the Grand Prize is a $10,000 U.S. Savings Bond. The theme for this year's Patriotic Essay Writing Contest is:
Why I Am an American Patriot.  Students are to write a 300 to 400 word essay.  Those students who write excellent essays will be given entry forms to complete and will need to type up their essay following the rules and guidelines given to them for this contest.  They must turn in their completed essay with no grammatical errors or misspelled words, along with their filled out entry form, to me so that I can give it to Principal, Ms. Davis.  The top 43 national winners will each receive a $1,000 U.S. savings bond.  The national winner not only receives a $10,000 U.S. Savings Bond but will also win an all-expense paid trip to Washington D.C. for the winner and a parent or guardian.

Some of our students write extremely well.  I believe one of our students could be a national winner.  
Click on the VFW Logo to learn more about the Patriot's Pen Essay Contest, and to get an entry form.
This assignment is mandatory.  It counts as 2 grades. All students must write this essay or get a zero weighted as two grades. 
This essay must be five or more paragraphs long, (but no more than 400 words).  Those students who decide to only write one paragraph will get an "F."
All students who write at least a five paragraph essay for this required contest/ assignment, will get an extra-credit "A" in my class and in Ms. Labadie's class.
Lesson Plan
The Summer of the Beautiful White Horse
By William Saroyan
White Trotting Horse in a Storm, by the 18th Century artist, Weaver
Interpretive Questions for
Shared Inquiry Discussion
follow those questions
given in the Junior Great Books Lesson Plan for
The Summer of the
Beautiful White Horse
,
by william Saroyan.
Students will quietly read this story on pages 841 through 847 in our McDougal Littell text, The Language of Literature for eighth grade students.  As they read, they will take notes on passages where Aram and Mourad think they are or are not stealing the white horse and where they think of their family and themselves as being honest, and where others may think otherwise.  Afterwards, we will have a "shared inquiry" group discussion in class based on the lesson plan for this activity from the Junior Great Books.  To do this activity, students may need to reread passages.  In discussion, all statements made by students must be supported by evidence found in the story -- they will need to refer to the passage and read it aloud to the class. Students must also determine the theme and evaluate what is meant by Aram saying, "We were proud first, honest next, and after that we believed in right and wrong. None of us would take advantage of anybody in the world, let alone steal," and "We rode and my cousin Mourad sang.  For all anybody knew we were still in the old country where, at least according to some of our neighbors, we belonged."
Instructional Focus: Reference and Research - Locating Information Within a Text Timeline FCAT Benchmark: Evaluating Information
From Perfection Learning: Connections: Test Preparation Program for 8th Grade (2006)
Integrating Skills in . . .  Math, Reading, Social Studies, and Science, by Pat Cusik
To Ensure SUCCESS in Statewide and Districtwide Tests
Students will read quietly, the Native American Legend from the Pacific Northwest tribes, "Bringing Fire to the Tribe."  Afterwards they will answer questions 1-8 on page 7 that covers SSS and FCAT Benchmarks and Objectives: Cause and Effect, Sequence, Make a Generalization, Setting, Idiom, Antonym, Plot, and Climax.
8th Grade Lesson Plan
Instructional Focus: FCAT Cluster 4:  Reference and Research measures students' ability to locate, organize, interpret, synthesize, and evaluate information from a variety of sources (ATL)
FCAT Timeline Benchmark:  Evaluate Information and Organizational Patterns
Shared Inquiry: What bothers me the most about "The Bet" is why does the lawyer give up one day before he completes his 15 years of confinement as agreed upon in his bet with the banker?
10/17-18:  (40 Min.) While students quietly read Chekov's "The Bet," they will take notes where they find evidence in this story that supports capital punishment verses life imprisonment.  In addition they will write down passagesfrom this story that show how the different financial situations of the lawyer and banker affect the terms of the bet.
(30 Min.) Shared Inquiry/Use some of the questions on page 293
(45 Min.) To answer #8,students will have to read Mark Twain's The Million Pound Bank Note on pages 263-278.
(30 Min.) Students must know all of the vocabulary words on page 294. Students need to write the definitions given for these words at the bottom of the pages in this story. 
(15 Min.) Students must complete the vocabulary assignment on page 294.

Home Learning due 10/19 and 10/22:
Writing: (Assignment on page 294) 
"Alternative Ending"
Follow the directions given in the textbook.

Anton Chekhov, 1860-1904
(McDougal Littell's Eignth Grade Edition: The Language of Literature, (2003)
pages 285-295.)
10/19-20:  Students will read aloud The Million-Pound Bank Note, by Mark Twain (Dramatized by Walter Hackett.)

As others read, jot down first lines to passages where Henry is treated with respect and is offered services because he appears to be rich.

Home Learning:   Creative Pair/Project  (You will work with a partner to do this project.)
Topics will be drawn:
*  The California Gold Rush
*  The Setting:
       -Time and place -
        What was London like in 1848?
        What was San Francisco  like in 1848?
       -Culture-
        What was fashion like in 1848?
        What was entertainment like in 1848?
        What was transportation like in 1848?
        What was industry like in 1848?
*  A Famous Millionaire (Who lived during this time period: 1848 - 1900)
Arabian Nights (Also called The thousand and One Nights)
*  20th Century Dramatization for Radio (A Famous Radio Show)
        This dramatization was created for radio.  What are the advantages and disadvantages of radio drama.  Discuss sound effects.  Are there any shows on radio today?
*  True News Story (About someone who finds money, or something of great value, and turned it in.)

HAND WRITTEN PROJECT:  The written version must be hand written in blue or black ink on three 3.5 X 5 cards as follows:
First Card:  Title on Front of Card
                  Names and Heading on Back of Card
Second Card:  Summary on Front and Back of Card
Third Card:  Three Most Important Facts About the Topic on Front of Card
                   WEB (http://) Addresses and Other References on Back of Card
Make sure there are no misused or misspelled words.  Your grammar must be perfect. The cards must be neat and legible.

ILLUSTRATION:  Your Illustration about your topic will be on the front of a blank postcard template  Since writing was not permitted on the back of postal cards until 1907, you must include a one sentence message on the front of your postcard, written on top of your illustration.  Date your message for the year 1848 and sign it. Your message must pertain to the topic you researched.

This project is worth 6 grades and will be for the 2nd Grading Period
Oral Presentation:  Weighted @ 1 Grade
Hand Written Project:  Weighted @ 3 Grades
Illustration:  Weighted @ 2 Grades      
Mark Twain (1835- 1910)
(McDougal Littell's Eignth Grade Edition: The Language of Literature, (2003)
pages 263-284.)
Related Reading:  The Poem, We Alone, by Alice Walker, will also be read and analyzed.
Oral Presentations will begin on 10/29 and 10/30.
Additional Activites -- 10/19 - 10/26
1.  Discussion of the play and the poem
2.  Students will answer questions on page 280
including Literary Analysis.
3.  Students will do the Writing Activity on 281.
4.  Students will define all of the words on page 281 and complete the Vocabulary and Spelling Activity as well.
5.  Students will complete the Grammar in Context assignment on page 282.
6.  Students will select ten of their vocabulary words to use in a story titled, "The Bet."
7.  Students will have a pop quiz.
8.  Students will read and analyze "Found Money" on pages 283 and 284.
9.  Organizational patterns will be reviewed
AOI: ATL, HSE, and HF
8th Grade Gifted Lesson Plan
1st
Instructional Focus:  Reference & Research - Locating Information/Map Skills
Monday and Tuesday, 10/29 - 10/30
15 Minutes: Students read the article, "Early Days in America," and then answer questions 9 through 16
5 Minutes:  Peer Grade answers
Workbook:  Cusick, Pat. Connections: 8th Grade Edition. 2006. Logan: Perfection Learning, 8-9.
2nd
45-60 Minutes:  Students will Present their Oral Presentations for their Creative Pair-Project based on The Million-Pound Bank Note, by Mark Twain (Dramatized by Walter Hackett.)
3rd
The Concept of Change
Background Lesson for The Novel Unit:  Shabanu, by Suzanne Fisher Staples
We will be looking at the concept, CHANGE, In this Language Arts Unit.  This lesson plan, and many that will follow, will be based on the book - Persuasion, A Language Arts Unit for High-Ability Learners from The Center For Gifted Education at the College of William and Mary.    There will be many different kinds of activities which will include a wide variety of literature - poetry, short stories, novels, and plays, which will provide the essential context for our looking at change and perhaps open up doors for change in ideas, thinking and perspective.  This unit will look at the appreciation and understanding of traditions and cultures of others as well as our own, international women's rights, the historical impact of social and environmental issues, and personal reflection on how we can make a difference in the world we live in.  
This Lesson is modified from the lessons found on pages 1-53 in Persuasion, A Language Arts Unit for High-Ability Learners from The Center For Gifted Education at the College of William and Mary.

1.  (15 Min.) Working in pairs or groups of 3, students will complete a Concept Development on
Change using "Concept of Change" questions that will be put on the overhead projector
2.  (15 Min.) Afterwards, students will complete the "Change Model"  to develop a Web of three to five examples about change (making generalizations.)
8th Grade Gifted Lesson Plan
Instructional Focus: FCAT Cluster 4:  Reference and Research measures students' ability to locate, organize, interpret, synthesize, and evaluate information from a variety of sources (ATL)
Areas of Interaction: Approaches to Learning
Health and Social Education
Activities for Concept Development for
The Road Not Taken, by Robert Frost
1.  (6 Min.)  Frost's poem, The Road Not Taken, will be read aloud twice by students who want to do so.
2.  (12 Min.) Writing on the Handout 1A, the "Pre-Assessment for Literature," students will answer questions on
The Road Not Taken.
3.  (30 Min.) In addition, students will discuss and analyze and evaluate this poem by answering "Literary Response and Interpretation, Reasoning and Change questions as each relates to
The Road Not Taken. (The Overhead Projector will be used to display these questions.) Guided Practice.
4. (20 Min.)  Students will reread the poem and working in pairs, complete a Literature Web, using the Handout 3B from
Persuasion, on page 53.  This will be graded.
5.  (15 Min.) On the back of this handout, students will answer the questions found under the headings, Applying and Critical Thinking and Reading: Interpreting Differences in Metaphors on page 601 in the Prentice Hall Literature (Silver Edition) textbook. 
Challenge for Gifted Students::  (5 Min.)  In short essay form, answer the following question on a separate sheet of paper.   Wouldn't "The Road Taken" be an appropriate title for this poem?  Why might Frost have decided against using this title for his poem?
Reflection
:  (20 Min.) On the same sheet of paper, answer the following questions.  "What might have been teases our imagination (Prentice Hall 600)."  How would your life be today if some moment in your past was different?  What are the Learner Profile characteristics necessary for you to answer this question? How does this lesson relate to Health and Social Education?


(The Overhead Projector will be used to display these questions.)
Textbook:  Prentice Hall Literature (Silver Edition): Annotated Teacher's Edition. 1991. Englewood Cliffs: Prentice Hall, 600-01.
Home Learning Due November 2nd (Periods: 1 & 5) and November 5th (Period 2)
(5 Min. to copy H.L.)  Students will  utilize their vocabulary practice skills by completing a Vocabulary Web for the word, diverge, using the Handout 3C.  This will be collected and graded.
Gifted 8th Grade Plans 
Instructional Focus:  Reference and Research (Locating Information in a Text)
FCAT Timeline Benchmarks: Analyzing Information and Organizational Patterns
Students will critically analyze and evaluate "Marriage is a Private Affair," by Chinua Acheba, using the Great Books Shared Inquiry techniques for small group and whole group discussion. In addition, students will look at how Achebe organized this short story.
* Students will help explain the question that perplexes me the most about Marriage is a Private Affair, by Chinua Achebe:  Is Nnaemeka's  marriage to Nene really a private affair?
*  Silently read "Marriage is a Private Affair," by Chinua Acheba.
*  Reread "Marriage is a Private Affair," and write down passages where Nnaemeka and Nene look at their marriage as being a private affair and those passages where they want others to accept them as being married to one another.
*  Follow the rules for "Shared Inquiry."
*  Write down what other classmates have to say.
*  Students will also  answer:  How did Achebe organize this short story?

During "Shared Inquiry," students will write questions and answers that are discussed on their own sheet of paper:  The discussion will include the following questions.
1.  What can you learn from the title?
2.  How does the author feel about arranged marriages?   Use details from various passages in the story to justify your answer.
3.  How do the citizens of his village feel about the main character before and after he makes his decision as to whom he will marry?
4.  How do you think the author feels about individual wants and needs that conflict with a society's traditions?
5.  State an important idea of the story in a sentence or two.
6.  What does this story tell us about human wants and needs?  Relate this concept with each character.
7.  How does the father feel about arranged marriages?
8.  How does the father feel about an individual's wants and needs that conflict with a society's traditions?
9.  What did you learn about personal relationships from this story?
10.  How can the account of a personal experience in a story help you understand a culture different from your own?
11.  How can the accounts of experiences in literary works help you understand real-life experiences better?
12.  A theme is the message about life, or a lesson that can be  learned, that a work communicates to the reader.  State the theme of this story as a message about life or a lesson learned.
Acheba's short story will help students think about cultures where  arranged marriages are still the traditional custom.
Concept of Change Idea: 
Human Wants and Needs
Each Student Will List All of the Examples of Human Wants and Needs He or She Can Think of.
* Afterwards, working with a partner - the two students put everything they have written down for this idea into CATEGORIES -- Create headings for the different examples each student listed in the partnership and then, catgorize their examples under each heading on one sheet of paper.  Both students will put their names on the back of the paper and turn it in.
On November 5th and 6th, students will take the 1st Quarter FCAT Reading Assessment Test
After completing this test, students will write two paragraphs to answer the following
Guiding Question for Shabanu:
How do our beliefs influence the choices we make
and our personal relationships?
                                       Areas of Interaction: 
Health and Social Education:  Understanding the traditions of another culture, realizing how the customs and traditions of a society can affect a personal relationship, and relating to how the wants and needs may differ between individuals and a society in relations to a custom.
Approaches to Learning:  Interpreting Literature
                                        Locating information
                                        Determining author's purpose
                                        Understanding vocabulary through its use in context
Home Learning
Vocabulary Web for the word: diverge
FCAT 1st Quarterly Test will be given on 11/5 and 11/6
with make-ups on 11/7 and 11/8
1.  After the test is completed, students will peer grade this test in class.
2.  REVIEW: 
* On 11/7 through 11/9, students will read the selections, from the test booklet, aloud.
* A Student Panel (Those students who made "A's" on this test) will go over the answers with their classmates.
Instructional Focus: Words and Phrases/Context Clues
Vocabulary, as used in context, from "Marriage is a Private Affair,
by Achebe
1.  groped
2.  remote
3.  cosmopolitan
4.  disposed
5.  dissuasion
6.    revive
7.    disconcertingly
8.    perplexed
9.    scarce
10.  commiserate
11.  theological
12.  mutilated
13.  deference
14.  perfunctorily
1.  Students will determine the part of speech as each word is used in context.
2.  Students will write the definition of each word as its meaning in context.
3.  Students will write their own sentences using each vocabulary word.
Homelearning
KWL on Pakistan
Learner Profile: Inquisitive  Extra-Credit:  Write a one page summary of Chinua Achebe's biography and accomplishments. (Click on the photo.)
Areas of Interaction:  Approaches to Learning
*  LA.A.1.3.3 - acquire an extensive vocabulary through wide reading and systematic word study
*  FCAT A.1.3.2 - use reference sources (dictionaries) to locate the meanings of unfamiliar words.
*  LA.B.1.3.3 - determine the part of speech as the word is used in context
Lesson Plans
Note:  Last week, many eighth grade students went to the St. Thomas field trip. In addition, some students attended the Magnet Fair last Thusday.  Therefore, many students still need to complete the lesson on vocabulary from "Marriage is a Private Affair."

Since students are required to bring their notebooks to class, one way to do a notebook check is to give an open-notebook quiz, which allows students to use their notes to answer questions given.  This is an easy "A" for those students who come to class with their organized notebooks.
Instructional Focus:  Words and Phrases/Context Clues
Timeline Benchmark:  Author's Purpose
1.  Open Notebook Quiz on "Marriage is a Private Affair, by Achebe
2.  Peer Grade quiz in class.
3.  Complete vocabulary assignment for "Marriage is a Private Affair"
2.  FCAT WRITING +:   (LA.B.1.3.2)  Students will write an essay in class within a 45 minute timeframe on the following prompt:
It was important to Nnaemeka, in "Marriage is a Private affair," that his father accepts his decision to marry Nene, but his father didn't do so.  What would you do if your parents do not approve of the person you want to marry?
Lesson Plan
Novel Unit
Shabanu, Daughter of the Wind, by Suzanne Fisher Stapes
1.  PERIOD 2:  Open Notebook Quiz on "Marriage is a Private Affair, by Achebe.  (PEER GRADE)
2.  Students will take notes as they read about Suzanne Fisher Staples and background information for
Shabanu. 
3.  Students will read aloud the chapters, Guluband and Shatoosh, and complete a character web as they read.
4.  Students will get into groups of three to four students and complete literary circle assignments.
Lesson Plans
Shabanu: Daughter of the Wind
Instructional focus: Words and Phrases
FCAT Timeline:  Author's Purpose
As students silently read Shabanu, the will write down the characteristics and qualities
for each character as they are introduced in the story.
1.  Quick Write:  (5 Min.) Something of value that you lost - person, pet, sentimental gift.
2.   Students take notes on on the background of Shabanu and on the Cholistan desert.
3.  Students will read Chapters
GULUBAND and BIRTH, up to page 19 in Shabanu,.By Suzanne Fisher Staples
4.  Then students will complete their Reader Circle JOB TASKS in groups of three to four
    *  Discussion Director (Writes questions and answers using the FCAT Q-Cards.)
    *  Words and Phrases Commander (Writes vocabulary down from each chapter, gives part of speech and defines words as they are used in context.)
    *  Culture Conductor (Writes down the culture of the characters society as it is described in the book.)
    *   Illustration & Summary Supervisor (Collects pictures from the Internet or illustrates something of interest from the chapter and writes a summary)

5.  Afterwards, Discussion Directors list the names of the students in the group and grade each student on how well he/she completed the designated literary circle job task.  (A = excellent, B = good, C = satisfactory, D = some effort, F = No effort.
6.  All other students must write on a separate sheet of paper the date, and answer:
    *  What did you learned?
    *  Do you find the information about the culture and the setting  interesting?
    *  What is your opinion about the book so far?
Home Learning
Learner Profile
Aproaches to Learning
Write on handout, " Self Portrait" from What Do You Stand For? For Teens: A guide to building Character, by Barbara Lewis.
Areas of Interaction:
Health and Social Education
Environment
Approaches to Learning:
  *  Words and Phrases
  *  Elements of Plot
  *  FCAT Benchmarks
  *  Notetaking
Lesson Plans for a Week
INSTRUCTIONAL FOCUS: COMPARE AND CONTRAST (LA.A.2.2.7)
*  How are _________________ and ________________________similar?
*  How are _________________ and ________________________different?
*  Why does the author compare _______________ and _____________ in this passage (chapter)?
*  How does the comparison between ____________ and __________________help to illustrate ____________________?
*  What advantage did _________________have over ______________________?
*  In what way is ___________________________an appropriate comparison?
*  Why did _______________have more __________________than ________________?
*  What do ____________and have in common?
*  How is _________________'s attitude toward ___________________like his/her attitude toward_______________?
*  How does the concept in article (story, chapter, paragraph) _______________ relate to the concept in the article (story, chapter, paragraph) ______________?  Use details from _____________ and ___________ to support your answer.
FCAT Timeline Benchmark:  Organization, Interpretation &
Synthesis of Information (LA.A.2.3.5)
*  Based on all information given,how does each part add to the idea that ______________________?
*  How do _____________ and _________________ suggest the central (main) idea that _______________________?
*  According to the information given (including the chart, graph, etc.) about ___________________, which pair of ________
would___________________________? (Refer to the map of Pakistan for
Shubanu)
*  People who read this article (story) will learn to/that______________________.
*  How does the concept in the article (story, chapter, paragraph)________________ relate to the concept in the article (story,  chapter, paragraph, poem )________________?  Use details from _________ and ____________to support your answer. (Note: Use two different reading passages.)


Due 12/3 (for 2, 4 & 6) and 12/5 (for 1,3,& 5)
Home Learning for All Students --

Write a poem, speech or short story on your topic
for your
Interdisciplinary Environmental Project
Use your mouse and click on to the dinosaur made out of junk to go to a fun site, called The Imagination Factory.
Activities:
1.  (15 Min.)  Go over Interdisciplinary Environmental Project.  Have students write in their agendas the home learning assignment for this project due 12/3 and 12/4. (11/26 and 11/27)

2.  (15 Min.)  Go over plagiarism.  If they are not the authority on the topic, or subject being researched, they need to cite their source in their own text.  If MLA Documentation is being used, it is the author's last name and page number for books, and author's name only for WEB articles.  Some science teachers may introduce them to the APA style of documentation, which really should be used since the subject is science.  Our language arts textbook has MLA explained in it.  Since research will be based in their science classes, this will be their science teacher's decision. (11/28 and 11/29)

3.  (25 Min.)  Students will read aloud the Middle Years Programme's Learner Profile from the handout given to them, which they are to keep in their notebooks.  Each student will write an FCAT Writing + Prompt on the Learneer Profile given to them and will turn it in.  One of the midterm essay prompts will be on the MYP Learner Profile.
Note:  Students are responsible for knowing this material and different activities will be given to them so that they may learn it.  In addition, they will be tested on the Learner Profile in the future. (11/28 and 11/29)

4.  (45 Min.) Students are responsible for reading Chapters 1-5 in the novel,
Shabanu, from Gulaband to Bugtis, and must complete their Reading Circle job tasks for these chapters by 11/29.  See Reading Circle job tasks above for the Week of Nov. 19th.  Note:  Different FCAT Q-Cards will be given to groups in accordance to the Discussion Director's and the groups learning needs as assessed by their performance on the First FCAT Quarterly Test.  In addition, the groups will not always have the same FCAT Q-Cards. (11/26 through 11/29)

5.  (1 Hr.)  On Friday 11/30 (and Monday 12/3), all students will use the LA.A2.2.7 FCAT Q-Card to create and answer questions on
Shabanu.  Students will be responsible for Chapters Guluband through Shatoosh and may compare and contrast any topics, conflicts, events, vocabulary and characters found in these chapters.

6.  ( 30 Min..)  On Friday 11/30 (and Monday 12/3),  All students will understand how to write a good expository essay.  At the beginning of class, the teacher will give students guided practice.  First, they will see the difference between an essay that is scored as "Excellent" and one with a "4" and one with a "2."  Students will first plan their writing by listing to select a subject, next by answering questions to gather details, and then write a good beginning, middle and end with guided practice.  


8.  During the week:
  *  Students will go over the MYP Learner Profile
  *  Students wiill take an FCAT Interdisciplinary Assessment Practice Test
  *  Students will be taking FCAT Practice Tests on the computers
  *  Students will review FCAT terms.


NOTE:;  AS STUDENTS READ, THEY WILL DEFINE  SHUTR KEENA AND DESCRIBE WHAT IS BEING COMPARED ON PAGE 30, WILL SUMMARIZE THE PARAGRAPH ON PAGE 42 THAT STARTS WITH "THE MEN DECIDE TO TRAVEL TOGETHER," AND THEN COMPARE AND CONTRAST THIS PARAGRAPH WITH THE ONE THAT FOLLOWS.
STUDENTS WILL  DEFINE VOCABULARY WORDS USING CONTEXT CLUES AND SUMMARIZE VARIOUS PARAGRAPHS IN THE CHAPTER CALLED
BUGTIS.
Click on to the desk to see the
MYP Learner Profile.
Lesson Plan
FCAT WRITING+ ((LA.A.1.3.1; LA.A.1.3.2; LA.A.2.3.3)
                                                     Objectives:
(LA.B.1.3.2)  In writing their essays on being a principled person, Students have clarity in their presentation of ideas, use creative strategies appropriate to the purpose of the paper.
(LA.C.3.3.1)  Students use speaking strategies effectively to read aloud their Learner Profile Essay on being a principled person.
(LA.C.1.3.1)  Students listen to their classmates reading and offer one tip on how the student can improve the essay, and one thing they liked about the essay
*  All students will write an essay to prepare for the FCAT Writing+ Test and for the midterm essay on the following prompt:

A principled person is an honest and responsible person.  Integrity is part of his or her value system.

Think about how you are a principled person or about atime when you acted with one of these qualities.

Write an essay to explain how you are a principled person OR about a time that you were responsible, honest or acted with integrity.
*  Afterwards, students will peer grade each other's essays using the FCat Writing+ Rubric.
*  Then, students will read their essays aloud to the class and students will write down one good thing about their essay and one thing that can be improved.
Lesson Plan
INSTRUCTIONAL FOCUS: COMPARE AND CONTRAST (LA.A.2.2.7)
(NOV. 26 - DEC. 14TH)

FCAT  Benchmark Timeline (11/26 - 12/14):  Synthesis and Evaluation

Interim FCAT Test Benchmark ror Review:  Main Idea
1.  (IF)  Write the two similes and explain what is being compared and the meaning of each on page 61.
2.  (IF)  Scurry - Visualize and describe what Shabanu looks like when she scurries on page 59.
3.  (Syn. & Eva.)  How does Habanu feel about the loss of Guluband?  Make sure you quote a passage in your explanation.
4.  (Main Idea)  Explain who all of the buyers were for Dadi's camels.  How much money did Dadi get from each buyer?  How much did he make?
5.  (Syn. & Eval.)  Why does the shopkeeper give Shabanu the Shatoosh?  Describe the shatoosh in detail.
ACTIVITIES
*  Students will read Chapters:  The Bargain and Shatoosh out loud.  They will be graded for reading and listening skills.
*  Students will write down vocabulary words as they read.
*  Students will answer the questions above  while reading.
Lesson plan
The Culture and History of Pakistan
Activities
1.  Students will complete a CLOZE activity on the Culture of Pakistan, by Ekaterina Zhdanova-Redman
2.  Students will write the questions and answers for reading comprehension on the passages about the Culture and History of Pakistan, by Ekaterina Zhdanova-Redman
3.  Students will complete a spelling exercise
4.  Students will state the number of syllables each word has and divide into syllables.  The words will come from the reading passages
Home Learning:  Students will complete the creative writing for their Interdisciplinary Science Projects (12/12)
Cholistan Desert
Lesson Plan for December 12th &13th
Students will Write a Persuasive Essay
1.  How to write a good persuasive essay
     a. Students will read pages R60 and R61
     b.  Students will read R47 and R481. 
2.  How to organize your essay by choosing good supporting ideas for your topic, subject or thesis
3.  How to write a good introduction so your reader enjoys your essay
     a.  Students will read R34 and R35
     b.  Students will write an introduction
4.  How to use transitions to make your essay interesting
     a.  Students will learn to use other transitions than first, second, and third
     b.  Students will read R36 and R37
5. Students will write a persuasive essay
8.  Peer Grading Essays Using the FCAT Rubric
9.  Those who made 6's will read their essays aloud
LA.B.1.3.1 THE STUDENT ORGANIZES INFORMATION BEFORE WRITING ACCORDING TO THE TYPE AND PURPOSE OF WRITING
LA.B.1.3.2 THE STUDENT DEMONSTRATES A COMMITMENT TO AND AN INVOLVEMENT WITH THE SUBJECT
FCAT WRITING+
THE STU- DENT WILL WRITE AN ESSAY.
Materials:  McDougal Littell's The Language of Literature