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Scope of lesson plan:Lessons 1-5Teacher name:Grade:8Subject: ELAPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Making Inferences: The Fall of SaigonLong-term Targets:(Common Core standards addressed)I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1)I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can support my inferences with evidence from text.I can participate in discussions about the text with a partner, small group, and the whole class.Agenda(Activities / Tasks)1. Opening A. Review Learning Targets (5 minutes)2. Work Time A. Gallery Walk/Inferences (10 minutes) B. “Mix and Mingle” and Thinking about Details (15 minutes) C. Connecting Details and Inferences to Guiding Questions (10 minutes)3. Closing and Assessment A. Exit Ticket (5 minutes)4. Homework: N/AResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Notice/Wonder note catcher (one per student)Photographs (without captions) from The New York Times slide show: learning/general/specials/saigon/110599saigon-pix.1.html mounted/posted for Gallery WalkSentence strips from “Panic Rises in Saigon but the Exits Are Few” (two strips per student; see directions in supporting materials)Module Guiding Questions prepared to post on chart or SmartBoardNotebook paper for exit ticket (one per student)Examples of Nonlinguistic Representations of Learning Target Vocabulary (For teacher reference)For teacher reference only: “Panic Rises in Saigon but the Exits Are Few” (link in supporting materials)—read for your own background knowledge at this point. Students just read key quotes in this lesson. They will work with this full text much later in the module, during Unit 2.Relevance/Rationale:(Why are the outcomes of this lesson important in the real world?)Discussing and clarifying the language of learning targets helps build academic vocabulary.TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Launching the Novel: Character Analysis of HaLong-term Targets:(Common Core standards addressed)I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)I can use a variety of strategies to determine the meaning of unknown words or phrases (L.8.4)I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues (SL.8.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can make inferences to deepen my understanding of Inside Out & Back Again.I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.I can use context clues to figure out word meanings.I can participate in discussions about the text with a partner, small group, and the whole class.Agenda(Activities / Tasks)1. Opening A. Engaging the Reader: Orienting to the Novel’s Text Structure (10 minutes) B. Review Learning Targets (5 minutes)2. Work Time A. Introduce “Things Close Readers Do” Using “1975: Year of the Cat” (15 minutes) B. Answering Text-Dependent Questions: “1975: Year of the Cat” (10 minutes)3. Closing and Assessment A. Debrief: Adding to Our “Things Close Readers Do” Anchor Chart (5 minutes)4. Homework: A. Reread “1975: Year of the Cat,” add to notes, and read pages 4–9 for gistResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Anchor chart: “Things Close Readers Do”Inside Out & Back Again (one per student)Document camera, Smartboard, and/or chart paperTeacher journal for modelingModel note-taking (for teacher reference)Fist to Five chartRelevance/Rationale:(Why are the outcomes of this lesson important in the real world?)Mixed-ability grouping of students for regular discussion and close reading exercises will provide a collaborative and supportive structure for reading complex texts and close reading of the text.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Inferring about Character: Close Reading of the Poem “Inside Out” and Introducing Quick WritesLong-term Targets:(Common Core standards addressed)I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)I can use a variety of strategies to determine the meaning of unknown words or phrases (L.8.4)I can effectively engage in discussions with diverse partners about eighth grade topics, texts, and issues. (SL.8.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can make inferences to deepen my understanding of Inside Out & Back Again.I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.I can use context clues to figure out word meanings.I can participate in discussions about the text with a partner, small group, and the whole class.Agenda(Activities / Tasks)1.Opening A. Engaging the Reader: The Gist Mix and Share (5 minutes) B. Review Learning Targets and Add to “Things Close Readers Do” Anchor Chart (5 minutes)2. Work Time A. Close Reading: Poem, “Inside Out” (15 minutes) B. Guided Practice: Quick Write (15 minutes)3. Closing and Assessment A. Debrief (5 minutes)4. Homework A. Reread pages 4–9 and complete Quick Write 1Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Inside Out & Back Again (one per student)“Things Close Readers Do” anchor chart (from Lesson 2)-- today’s focus: using details to make inferences, using context clues, and talking with others“Inside Out” text-dependent questions (one per student)Quick Write anchor chart (in supporting materials)Document cameraTeacher journal (for modeling of a Quick Write)Quick Write model (for teacher reference, and to distribute to students if it is not possible to type up the “authentic” model that took place during class)Quick Write 1 (for homework)Relevance/Rationale:(Why are the outcomes of this lesson important in the real world?)Heterogeneous pairing of students for regular exercises will provide a collaborative and supportive structure for reading complex texts and close reading of the text. This also provides more talktime per student when the processing and thinking requires more support and collaboration.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Considering a Character’s Relationship with Others: Contrasting Ha and Her BrothersLong-term Targets:(Common Core standards addressed)I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)I can analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4) I can effectively engage in discussions with diverse partners about eighthgrade topics, texts, and issues. (SL.8.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can make inferences to deepen my understanding of Inside Out & Back Again.I can cite evidence from the novel to explain how incidents reveal aspects of Ha’s character.I can explain how the specific word choices in the poem “Papaya Tree” create tone and help reveal meaning.I can participate in discussions about the text with a partner, small group, and the whole class.Agenda(Activities / Tasks)1. Opening A. Engaging the Reader: We Learn More about Ha by How She Speaks about the Papaya Tree, and about Her Brothers (5 minutes) B. Review Learning Targets (5 minutes)2. Work Time A. Rereading the Text and Answering Text- Dependent Questions: “Papaya Tree” (12 minutes) B. Discuss Quick Write 1 and Create Small-Group Anchor Chart: “Who Is Ha?” (13 minutes)3. Closing and AssessmentA. Debrief 5 minutes) B. Preview Unit 1 Recommended Texts List (5 minutes)4. Homework A. Read pages 10–21 and complete Quick Write 2Resources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Inside Out & Back Again (one per student)Cover illustration “Things Close Readers Do” (from previous lessons) -- today’s focus: noticing details, answering questions based on the textA photo of a papaya tree; see %E2%80%93s_Medizinal-Pflanzen-029.jpg“Papaya Tree” Text-dependent questions“Who Is Ha?” anchor chart (example for teacher reference)Chart paper for small-group anchor chart: “What Do We Know about Ha?” (one piece of chart paper per group)Markers (five per group) Unit 1 Recommended Texts list (separate document on )Quick Write 2 (for homework)Relevance/Rationale:(Why are the outcomes of this lesson important in the real world?)Heterogeneous grouping of students for regular discussion and close reading exercises will provide a collaborative and supportive structure for reading complex texts and close reading of the text. This will also allow for more talk-time per student when the processing and thinking requires more support and collaboration.FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Mid-Unit Assessment: Getting to Know a Character: What Details in the Text Help Us Understand HaLong-term Targets:(Common Core standards addressed)I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)I can use evidence from literary texts to support analysis, reflection, and research. (W.8.9)I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)I can make inferences that deepen my understanding of Inside Out & Back Again.I can analyze how critical incidents in the novel reveal aspects of Ha’s character.I can cite evidence from the text in my writing that supports my analysis. I can participate in discussions about the text with a partner, small group, and the whole class.Agenda(Activities / Tasks)1. Opening A. Engaging the Reader: Gallery Walk about “Who Is Ha?” (10 minutes) B. Review Learning Targets (3 minutes)2. Work Time A. Mid-Unit 1 Assessment: Getting to Know a Character: What Details in the Text Help Us Understand Ha? (30 minutes)3. Closing and Assessment A. Debrief (2 minutes)4. Homework A. Read pages 22–41 and keep adding details about Ha to your notesResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Small-group anchor chart: “Who Is Ha?” (created in Lesson 3)Sticky notes (three per student)Markers (four per group)Inside Out & Back Again (one per student)Mid-Unit 1 AssessmentRelevance/Rationale:(Why are the outcomes of this lesson important in the real world?)Students must be able to read, analyze, and write effectively in order to demonstrate acquired learning. ................
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