8th Grade English Language Arts & Reading
|8th Grade English Language Arts & Reading |TEKS: |
|Second Six Weeks: Weeks 1-2 Theme: Through Different Eyes |Adjust when reading aloud grade-level|
|Time Frame: 10 Days Genre: Literary Non-Fiction, Memoirs, Autobiographies |text based on the reading purpose and|
|Writer: Anya Miller |nature of the text. [ELAR 8.1A]; Use |
| |context (within a sentence and in |
| |larger sections of text) to determine|
| |or clarify the meaning of unfamiliar |
| |or ambiguous words or words with |
| |novel meanings. [ELAR 8.2B]; Explain |
| |how the values and beliefs of |
| |particular characters are affected by|
| |the historical and cultural setting |
| |of the literary work. [ELAR 8.3C]; |
| |Analyze different forms of point of |
| |view, including first-person, third |
| |person omniscient, and third person |
| |limited. [ELAR 8.6C]; Make Inferences|
| |and draw conclusions about the varied|
| |structural patterns and features of |
| |literary nonfiction and provide |
| |evidence from text to support their |
| |understanding. [ELAR 8.7A]; Make |
| |inferences and draw conclusions about|
| |how an author’s sensory language |
| |creates imagery in literary text and |
| |provide evidence from text to support|
| |their understanding. [ELAR 8.8A]; |
| |Summarize the main ideas, supporting |
| |details, and relationships among |
| |ideas in text succinctly in ways that|
| |maintain meaning and logical order. |
| |[ELAR 8.10A] |
| |Develop drafts by choosing an |
| |appropriate organizational strategy |
| |and building on ideas to create a |
| |focused, organized, and coherent |
| |piece of writing. [ELAR 8.14B]; Write|
| |a personal narrative that has a |
| |clearly defined focus and includes |
| |reflections on decisions, actions, |
| |and/or consequences. [ELAR 8.16A]; |
| |Use and understand the function of |
| |parts of speech in the context of |
| |reading, writing, and speaking. [ELAR|
| |8.19A.i]; Participate productively in|
| |discussions, plan agendas with clear |
| |goals and deadlines, set time limits |
| |for speakers, take notes, and vote on|
| |key issues. [ELAR 8.28A]; Ask |
| |literal, interpretive, evaluative, |
| |and universal questions of text. |
| |[Figure 19 110.20B]; Establish |
| |purposes for reading selected texts |
| |based upon own or others’ desired |
| |outcome to enhance comprehension. |
| |[Figure 19 110.20A]; Make complex |
| |inferences about text and use textual|
| |evidence to support |
| |understanding.[Figure 19 110.20D] |
|Objective: | |
|The students will read and write daily, using reading strategies (decoding clues, vocabulary clues, inferencing, and | |
|metacognition strategies) to enhance and improve comprehension. | |
|The students will engage in systematic word study to improve comprehension and writing skills. | |
|The students will read and reread texts to answer questions from the unit and students’ own questions. | |
|The students will write to learn about ideas, style, language, and conventions and to develop complex ideas and personal writing| |
|styles. | |
|The students will participate in pair/trio and whole group. | |
|The students will participate in whole group inquiry-based discussions. | |
|The students will make connections across the texts in the unit, using ideas in one text to help understand the ideas of other | |
|texts. | |
|The students will learn about narrative features and how to write and revise fictional/nonfictional narratives using setting, | |
|plot and characterization from models, peers, teacher, and self-study. | |
|The students will write a fictional or non-fictional narrative as a culminating project. | |
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|Overview: | |
|Develop a deeper understanding of the concept of relationships and how they develop and change; | |
|Develop a deeper understanding of the characteristics of well-written narratives: non-fiction, memoirs, and autobiographies and | |
|features of expository writing as a genre; | |
|Develop a deeper understanding of strategies we can use to become better readers and writers of literary texts; | |
|Develop a deeper understanding of first person, third person, and omniscient points of view and how writers use point of view to| |
|influence reader reaction; | |
|Develop a deeper understanding of advance plot, establishing setting, and developing characterization in narratives; | |
|Develop a deeper understanding of theme and recurring theme in narratives; | |
|Develop a deeper understanding of correct use of verbs (perfect and progressive tenses) and participles. | |
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|Literary Terms: | |
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|memoir | |
|cause/effect | |
|analyze | |
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|chronological order | |
|conflict | |
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|SAT Word of the Week (WOW): | |
|concur, debacle | |
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|Essential Questions: | |
|What are the writers saying in these narratives? | |
|What do these narratives teach us about how relationships develop and change over time? | |
|What do we learn about non-fiction, memoirs, and autobiographies? | |
|Suggested Lesson Ideas: | |
|Unit Introduction Teacher Notes: Throughout this unit students will read, talk, write about, and write like the narratives they | |
|read while keeping a Reader/Writer Notebook to capture their work. During the unit, students will use their new understanding | |
|about what makes an effective narrative plus their writing in their Reader/Writer Notebook to develop their own personal | |
|narrative. | |
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|Lesson 1: Routines of Thinking, Reading, Writing, and Talking About Narratives | |
|Connect and Engage: Remember a Narrative: Access Prior Knowledge | |
|Ask students to recall a narrative (short story, song that has a story, movie, or television story that has had a strong impact | |
|or influence on them). Make sure they tell why during the discussion. | |
|Use Reader/Writer Notebook | |
|Provide students the opportunity to transfer their verbal summaries into written summaries via their Reader/Writer Notebooks. | |
|Before students begin writing, teacher models by reading what s/he writes in her/his own Reader/Writer Notebook. | |
|Develop Content: What is a Narrative? | |
|Create a class chart titled “What Is a Narrative?” | |
|Invite students to share with a partner their narrative summaries. Using these summaries, help students formulate a definition | |
|of a narrative by asking: What is a narrative? What are the features of a narrative? On a chart, record students’ responses. | |
|Then post the chart as a visual reference to be utilized throughout the unit. | |
|Develop Characteristics: What Makes a Narrative Interesting to Readers? | |
|Create a class chart titled “What Makes a Narrative Interesting to Readers?” Solicit responses by asking: “What makes you want | |
|to read a narrative? What qualities entice you to read a narrative? What do you have to do as a reader to make a narrative | |
|become interesting to you? Post the chart and tell students that they will revisit this at other times in the unit as they | |
|deepen their understanding about narratives and what makes them interesting to readers. | |
|Preview the Unit Architecture and Content and Habits of Thinking | |
|Provide each student a copy of the Unit Architecture. Increase students’ interest and ownership of the work and help them | |
|develop their own learning goals by reviewing the components of the architecture. The discussion should include the texts, | |
|theme, overarching questions, Disciplinary Literacy process, WriteAbouts WriteLikes, StepBacks, and the culminating project. | |
|Review the Narrative Content and Habits of Thinking Chart, which is posted in the room. Tell students that throughout the unit | |
|they will be learning new routines or “ways of working.” Explain that learning to read and think about their reading in the way | |
|a writer reads and thinks will help them to write their own narratives. | |
|Homework: Write Academic and Personal Goals | |
|Distribute the handout titled “My Goals for Becoming a Better Reader, Writer, Thinker, and Speaker.” Teacher models how to | |
|create goals by completing the sentence stems. Then students write two academic goals and one personal goal related to reading, | |
|writing, thinking, and speaking. Students may finish the activity for HOMEWORK. (See examples of academic and personal goals.) | |
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|Lesson 2: Read to Get the Gist of “My First Free Summer” | |
|Connect and Engage | |
|Quickwrite: Ask students to reflect on times when they have had to leave a special person or place. They may choose one | |
|experience and write a journal entry that explores their feelings about leaving. Were you looking forward to moving on? Who | |
|would you miss the most? | |
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|(continued on next page) | |
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|Share Homework: Goals | |
|Invite students to share academic and personal goals with a partner for five minutes and place the handout in their | |
|Reader/Writer Notebooks. Students will revisit their goals throughout the unit. | |
|Read to Get the Gist of “My First Free Summer” | |
|Introduce students to their first narrative short story, “My First Free Summer” by Julia Alvarez. Ask: What do you know about | |
|narratives that are autobiographical? How do you know this? Tell students that this story is an example of a memoir. Direct | |
|students to read Literary Analysis: Memoir on page 115. Discuss briefly how memoir is related to autobiography. Then provide | |
|students with background information on Julia Alvarez by reading “Meet the Author” on p. 115. | |
|Post the following comprehension questions: What is happening? Who are the characters? What do you know about them? How do you | |
|know? Tell students that answering these questions during their first reading will help them better comprehend what the | |
|narrative is about. | |
|Predetermine a check-point within the story to assess comprehension by asking the four comprehension questions. Read the first | |
|section of the text aloud to students. Encourage students to be active readers who think about what is happening and what the | |
|characters in the narrative are thinking about themselves. | |
|Encourage students to annotate the text while reading to keep track of their thinking. Through a Think Aloud, teacher models one| |
|of the codes in isolation and allows students to practice before moving to the text. Students continue to read aloud/think aloud| |
|and annotate the text. (See Code System for Notetaking.) | |
|As students read, remind them to underline any words or phrases that give information about any of the characters or show what | |
|is happening in the story. Ask: What did you underline? What does what you underlined tell you that is new about what is | |
|happening or about the characters in the story? After each section of text, allow students to share their answers to those | |
|questions. | |
|StepBack on Reading: Ask students “What helped you figure out and understand what happened in this memoir?” | |
|Reread “My First Free Summer” for Significant Moments/Perspectives | |
|Invite students to reread the text and identify what they think are the three most significant moments or sentences to what the | |
|author is trying to say. Moments may be related to characters (values and beliefs), conflicts, lesson learned, key plot events, | |
|etc. There is no right or wrong answer. | |
|Model creating a two-column note chart using the Reader/Writer Notebook. The sentences/moments should be written in the left | |
|column and an explanation of the sentence/moment in the right. | |
|Share Important Sentences and Explain Support in Pairs | |
|In pairs, let students share their sentences/moments and what they reveal about what Alvarez is trying to say. Partners listen | |
|for similarities/ differences in the sentences/moments that are chosen. | |
|Students return to the larger community and share their moments and explanations. Press students to be specific and to refer to | |
|the text. | |
|StepBack: Invite students to reflect with a partner by asking, “What did we do today to understand the narrative?” Students | |
|record their responses in their Reader/Writer Notebook. Provide an opportunity to share. | |
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|Lesson 3: Inquiry-based Discussion of “My First Free Summer” | |
|An inquiry-based discussion is student-centered. The teacher guides the discussion or prompts participants. The goal is for | |
|students to talk to each other rather than through the teacher. (See link on how to facilitate an inquiry-based discussion.) | |
|WriteAbout-Guiding Question: How does the author’s view on the American culture affect her relationship with her mother? | |
|Write the guiding question on the board, chart paper, or a transparency and ask students to think about it as they reread the | |
|text. | |
|After students have reread the text, give them about 3-5 minutes to write an answer to the question and to identify supporting | |
|evidence from the text in their Reader/Writer Notebooks. | |
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|(continued on next page) | |
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|Share Responses in Pairs | |
|Ask students to turn to a partner and take about five minutes to discuss their responses. Tell them that this partner talk is | |
|preparation for a whole group discussion on the same question. | |
|Inquiry-based Discussion | |
|Engage students in a whole group inquiry-based discussion for about 20-25 minutes. Before the discussion, guide students in | |
|setting up norms for the inquiry-based discussion. Post the norms. | |
|StepBack: Based on the discussion, would you change your response in your WriteAbout? If so, how and why would you change it? | |
|Press students to be specific in their responses. Engage in sharing – whole class. | |
|Analyze First Person Point of View | |
|Begin analyzing first person point of view by asking: Who is the narrator in the story? How do you know? Ask students to explain| |
|their answers using phrases and other examples from the text. | |
|Write on the board/transparency two to five sentences from the text. Explain that first person pronoun is typically used in a | |
|memoir to give a first-person account of an actual event. (See example inside the yellow text box and consult primary resources | |
|for Point of View.) | |
|Whole Group Discussion: Why do you think the author chose the first person narration? What is the effect on you as a reader? | |
|Then ask students to change the sentences from first person to third person. Ask: How does the change from first person to third| |
|person narration affect you as a reader? | |
|Encourage students to share one of their sentences with the class, saying it both in first person and third person. | |
|WriteLike: Point of View Paragraph | |
|Refer to the Narrative Content and Habits of Thinking chart by pointing out to students that they are learning about writing by | |
|reading and using what others write as a model. | |
|Model a WriteLike by writing from the first person point of view about an event that you experienced. Share your writing by | |
|reading it aloud. To help students see different sentence types that they can use for writing effectively, show them how your | |
|example uses different types of sentence structures. (See WriteLike: Point of View for the example.) | |
|Encourage students to begin writing their paragraphs. Students may finish their writing | |
|for homework. | |
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|Lesson 4: WriteLike Alvarez | |
|Share First Person Paragraphs Homework in Trios | |
|Invite students to share their narrative paragraphs with two other students. Each trio member should listen for consistent use | |
|of first person point of view and assist each other, if needed, to change the pronouns. Assist any students who are having | |
|difficulty using first person narration. | |
|Learn about Culminating Assignment: Neighborhood Narrative | |
|Distribute the handout, Culminating Assignment: Neighborhood Narrative. Read through the assignment with students, allowing them| |
|to ask questions. Then let students know that they will do short pieces of writing, WriteLikes, over the next few weeks that | |
|will help give them content and writing ideas for their Neighborhood Narrative. | |
|Analyze Author’s Use of Sensory Language | |
|Ask students what they liked about Alvarez’s narrative; have them refer to the text when sharing. Then ask students: What did | |
|the writer do to make you want to keep reading? | |
|Revisit Characteristics Chart | |
|Guide students in comparing their responses with what is on the chart. Add only new ideas to chart, “What Makes a Narrative | |
|Interesting to Readers?” | |
|To further assist students’ responses, say: Look at the words, phrases, and sentences Alvarez uses in her narrative. What do you| |
|notice? | |
|If students have not mentioned the author’s use of sensory words vs. general words and phrases, reread for them sections of | |
|narrative that focus on Alvarez’s use of sensory words in describing places, things, and characters. Guide and challenge | |
|students to identify parts of text where the author shows rather than merely tells. (See example and notes in the blue text | |
|box.) | |
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|(continued on next page) | |
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|• Analyze Author’s Use of Cause-Effect Structure. Guide students in recognizing how the author’s use of a cause- effect pattern | |
|of organization helps readers see how the ideas and | |
|events are related. To find the effect/s and cause/s of events and ideas in the text, ask students to reread the story | |
|(particularly lines 18-23, 62-65, 66-80) and answer the questions: “What happened?(effect) Why did it happen?(cause)” Students | |
|may also look for words or phrases that help signal relationships between events and ideas. (See primary resources.) | |
|• WriteLike: Active Voice. Distribute the WriteLike: Active Voice handout to students. Read through the handout with them and | |
|answer questions. Provide additional information as necessary. Have students complete the exercises before engaging in the next | |
|WriteLike activity. | |
|• WriteLike Alvarez (Complete for homework): | |
|Invite students to write a two paragraph memory of something from their own childhood that includes them and another person. | |
|Tell students to write it in the first person point of view and show relationships of ideas/ events using cause and effect | |
|organizational pattern. Encourage students to show rather than to tell what they did/what happened by using sensory details. | |
|Teacher Model: Topic Choice – Before students begin to write, offer examples of topics. Students brainstorm in their | |
|Reader/Writer Notebooks as many topics for this assignment as possible. Encourage students to share topics. Records students’ | |
|responses on chart paper. | |
|Students Draft WriteLikes – Students write the draft of their WriteLike Alvarez narratives. Students may finish their drafts for| |
|homework. | |
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|Lesson 5: “Crack Open” the Narrative | |
|• Share WriteLike Alvarez Homework: | |
|Invite students to share their WriteLike Alvarez narratives in pairs. Each student should read his/her narrative while the other| |
|student listens. Afterwards listeners should retell what they heard. | |
|• Study Teacher Model of WriteLike Narrative | |
|Teacher read his/her own WriteLike Alvarez narrative, which has one or two deliberately general points of exposition that show | |
|rather than tell. Use an overhead transparency or handout of a page of the draft and guide students to identify the lines or | |
|phrases. Teacher may also use the Sample WriteLike Alvarez or “Park Day” as a model. (See Sample WriteLike Alvarez and “Park | |
|Day.”) | |
|Teacher point to a section of his/her model draft that highlight, or could highlight, relationships between characters. | |
|Invite students to look for possible details to “crack open” a line or a phrase. Teacher numbers the spot on the transparency, | |
|writes in the new phrase that offers details on another transparency, and codes it with the same number. If you, the writer, | |
|agree with the suggestion, say the reasons as you make the change. After you have finished revising, ask: What did I do as a | |
|writer to “crack open” my writing? Press students to describe the decisions you had to make as a writer. | |
|• “Crack open” Individual Narrative | |
|Using his/her own narrative, student independently “cracks open” a sentence or a phrase that is too general and condenses, skims| |
|over, or rushes past a possible scene. Student may add details to show or draw the picture rather than to explain or tell. | |
|Teacher may assist other students who need extra support in finding areas to “crack open.” | |
|• Share What They “Cracked Open” and Why | |
|Pair Work: Students share with a partner what they “cracked open” and look for other sentences or phrases to improve. | |
|Whole Group: Ask students to share with the entire class the original line or phrase that they “cracked open” and the changes | |
|they made. | |
|• StepBack: What did you “crack open”? How did your narrative change when you “cracked it open”? | |
|• StepBack: What have I accomplished so far in this unit? Encourage students to make a list of their strengths as readers and | |
|writers in their Reader/Writer Notebooks and to reflect on what they have accomplished so far on the goals they wrote for | |
|themselves in Lesson 1. (See “My Goals for Becoming a Better Reader, Writer, Thinker, and Speaker.”) | |
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|(continued on next page) | |
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|Lesson 6: Develop Understanding of Perspectives on Relationships | |
|• Develop Vocabulary on Relationships: Create a Semantic Map | |
|Write the phrase, “Relationship between Alvarez and her mother” in the middle of the board or on a transparency. | |
|Encourage students to brainstorm and write in their notebooks any words they can think of or find in the text, “My First Free | |
|Summer,” that are related to the phrase on the board. Tell students to write everything in the order they can think of or in | |
|order from the text. Give students 10 minutes to generate 15 words or phrases individually. | |
|Project the handout Relationship Between Alvarez and Her Mother on the overhead and brainstorm possible categories. Ask students| |
|to share and explain their responses. Then write some of the student-generated phrases on the overhead/transparency as a model | |
|of what students will do next in trios. | |
|Assign students to trios that are heterogeneously-grouped. Using their individual responses, ask each trio to decide on the | |
|words or phrases they want to use to fill in their group map. When one of the words or phrases falls outside the category, ask | |
|students to create an additional category on the semantic map. Students share and explain responses. | |
|Facilitate the task of creating a class word wall or word tree beginning with the unit’s theme, “relationships.” | |
|Encourage students to keep their own vocabulary log in which they will record words such as academic vocabulary from their | |
|readings throughout the unit. (See Vocabulary Log and Vocabulary Activities.) | |
|Develop Conceptual Understanding of Perspectives on Relationships: Sociogram | |
|Refer to the second overarching question: What do these narratives teach us about how relationships develop and change over | |
|time? | |
|Teacher Model: To access students’ existing knowledge about their own relationships and the relationships in the texts they are | |
|reading, model creating a visual representation of your world when you were twelve through a sociogram. Ask about what “close” | |
|and “distant” relationships mean. (See Sample Student Sociogram for steps in creating a sociogram.) | |
|Invite students to create their own sociogram in their Reader/Writer Notebooks. | |
|Students share their sociograms, first with a partner, then with the entire class. | |
|[pic] | |
|(continued on next page) | |
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|Differentiation: | |
|During core program/core instructional time | |
|• If this is the first time students are using the Reader/Writer Notebooks, give them a few strategies to get started. Show them| |
|the notebook you created and also talk about the purposes of the notebook. (See Reader/Writer Notebook description.) | |
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|• Teacher may have a one-on-one conference with students who are still struggling to identify their academic and personal goals.| |
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|• Model for students an effective oral reading of the first two paragraphs of text by using appropriate pacing and punctuation | |
|as a guide. Then have students work in mixed-ability groups to practice reading text aloud. | |
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|• Students can bring to class self-selected independent reading (their favorite short story) with which to practice text | |
|annotation and guided literary discussions. | |
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|• With a small group of students, model how to choose significant moments from text and how to phrase the explanation in order | |
|to assist students’ performance of the task. This will give students a good reason to reread carefully, and it teaches them key | |
|cognitive skills for critical reading. | |
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|• In small group, practice with students on how to ask or respond to interpretive questions during inquiry discussion. Use | |
|question/ response stems as scaffolds. | |
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|• Have students work in groups to write a brief narrative of an incident that occurred in school. Assign each group the point of| |
|view they should use. Then ask one student from each group to read the narrative to the class. The class should tell which type | |
|of narrator was used and how they knew. If students have difficulty, suggest that they review the examples on page 170. | |
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|• Students identify cause/effect relationships among ideas in short passages. Remind students that sometimes a cause can have | |
|more than one effect and vice versa. Students may use cause/effect graphic organizers as scaffolds. | |
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|• Invite students to scan the selection for cognates and share their findings with the class. | |
|Example: | |
|relationship/relation = relación | |
|Remind students about ‘false cognates,” words that look or sound similar to words in English but actually have totally different| |
|meanings. Encourage students to create a word wall of cognates. | |
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|Extensions: | |
|• Encourage students to work in groups to research one of the following topics to find out more about the Dominican Republic | |
|during Trujillo’s rule. Students present their findings in a poster. Have students display their posters and then lead a | |
|discussion about what life was like in the Dominican Republic during Trujillo’s rule. | |
|The 14th of June Movement | |
|“The Butterflies” | |
|Trujillo’s assassination | |
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|• Guide small groups in analyzing key words in text (tier 2-specialized words or academic vocabulary). Using the chart below, | |
|have students give a friendly explanation of a word and use it in a sentence in the same context it is used in the text. Then | |
|students may copy its dictionary meaning. Remind them that the friendly explanation must be written in a complete sentence. | |
|Students may also add another column to illustrate the word. | |
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|(continued on next page) | |
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|[pic] | |
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|• Have students work in pairs to figure out the meanings of these idioms/sayings and other phrases in the selection: | |
|scrape by (line 24) | |
|I straightened out (line 41) | |
|drum up (line 54) | |
|the hours ticked away (line 90) | |
|a light came on (line 91) | |
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|• Encourage students to read more of Julia Alvarez’s writing and compare elements and techniques in what they read (e.g., | |
|character, plot, style) in what they read to those in this story. | |
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|Interventions: | |
|Tier 1 | |
|Teachers model and review decoding and phonics lessons for reading groups. | |
|Provide specific prompts for previewing a text and have students respond orally or in writing. | |
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|Tier 2 | |
|Arrange students in small groups based on their interest in the same story/topic. Guide the discussion or prompt students to | |
|talk to each other about a group-selected text. This will give students additional time to “try out” their answers and | |
|explanations anchored with specific evidence from the text. | |
|Hand out the Note taking: Point of View copy master and ask students to read page 170 silently. Then have them record their | |
|notes on the copy master as you discuss the information. | |
|• Have a one-on-one conference with individual students to assist them in revising their writings. | |
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|Tier 3 | |
|• Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via | |
|profiling, teacher/student conferences, independent writing activities and other assessment tools. | |
| Suggested Assessment: | |
|Reader’s/Writer’s Notebooks Teacher observations | |
|Individual fluency probes Evidence of accountable talk | |
|Fluency Rubric Checklist Completed T-Chart | |
|One Minute Fluency Checks STAR Diagnostic Report | |
|AR Testing | |
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|Tackling Test Tuesday Assessment (TTT) | |
|Week 1: “The Black Blizzards” & “Dust Bowl Days” | |
|Week 2: “Major Taylor” | |
|Resources: | |
|Holt McDougal Literature 8, Teacher created material | |
|Word Wall Technology | |
|Vocabulary Log Graphic Organizer | |
|Student AR Goal Sheets Ancillary Material | |
|Video: | |
|Websites: Renaissance Place (AR), , | |
|, | |
|, , | |
|pdf/single/during/thinkaloud1.pdf | |
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|[pic] [pic] [pic] | |
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|“My Goals for Becoming a Better Reader, Writer, Thinker, and Speaker.” | |
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|Example of an academic goal related to reading, writing, thinking, and speaking: | |
|In this unit, I want to learn more about: how to get the gist and understand each story. | |
|I will do this by learning how to: use a question that I have to reread the text until I come up with an answer. | |
|The steps I can take to reach my goal are: write down what I am learning in my Reader/Writer Notebook and reread what we study | |
|in school and at home. | |
|I will know if I reached my goal: when I use on my own the strategies my teacher has shown the class how to use together and the| |
|strategies help me to get the gist. | |
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|Example of a personal goal related to reading, writing, thinking, and speaking: | |
|In this unit, I want to: take a risk and talk about what I think about a text. | |
|I will do this by: contributing to class discussions. | |
|The steps I can take to reach my goal are: raise my hand when I have something to say and be confident that what I say is | |
|valuable. | |
|I will know if I reach my goal when: I contribute at least one thing every class period. | |
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|Literature Selections: F | |
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|pp.114-121 | |
|My First Free Summer | |
|Memoir | |
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|pp.122-134 | |
|Great Rat Hunt | |
|Memoir | |
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|p.135 | |
|Grammar: Past Perfect Tense | |
|Oral & Written Conventions | |
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|pp.758-769 | |
|Response to Literature | |
|Writing Workshop | |
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6 Weeks Novel: The Diary of Anne Frank
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