Language Arts Lesson Plans
02/05/2018-02/16/2018
LiteLiteracy Centers
Standards Covered
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language Standards 1 – 3 up to and including grade 8.)
L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).
b. Spell correctly
Learning Target
I will make predictions, draw conclusions, and make generalizations or make inferences based on what is read.
I will explain the main idea will identify and explain the characteristics of short stories, novels, poetry or plays
I can construct an appropriately organized paragraph that is relevant to topic.
I can create an on demand writing piece using a five paragraph format.
I can site textual evidence when answering a constructed response
Vocabulary
Main idea
Characterization
Character traits
Conflict
schema
infer
Instructional Method
Direct instruction
Small group
Individual
centers
Strategies/Activities
Flashback/Starter – Brain Gym
Students will rotate through the following centers each day
Reading to self and/or others – Students work with partners to complete a 3 minute timed reading passage.
At the beginning of the week the students meet with the teacher to highlight any words that they need help pronouncing or finding the meaning. The teacher then reads the reading passage to the students. The students then take turns reading the passage daily to their partner who is assisting with difficult words. Students log the number of words read in three minutes, while trying to increase word frequency each day. At the end of the week students answer multiple choice questions from the passage. Students are assigned passages based on individual Lexile scores.
Writing Center – review On demand ‘cheeseburger” graphic organizer explain format and what goes in each part of the organizer including how many sentences and types of sentences for each paragraph. Students then complete On Demand writing piece
Day 1 graphic organizer Day 2 introduction paragraph Day 3 1st body paragraph Day 4 2nd body paragraph Day 5 3rd body paragraph continue remainder next week. When students have completed the writing students will peer edit with students from Mrs. Carlisle’s class.
Listen to reading- Students listen and participate in the “close reading” strategy while I read a novel. Students will be working on literacy skills during this center.
This week class is reading Terror at Bottle Creek by Watt Key
Literacy focus this week – Students create sensory images on what they have read so far in chapters 12-16. Find vocabulary words and use context clues to create definitions, answer short answer questions for chapters 17-20 focusing on making inferences based on text evidence, character traits and character motivations, point of view and providing text evidence.
Computer Center/Moby Max – students work on Moby Max software reading skills informational. Students work on individual levels to read and answer questions focusing on informational reading skills such as finding key details, analyzing and citing the text, main topic and summarizing, main idea.
Assessment
Exit Slips based on Terror at Bottle Creek
Weekly comprehension tests
Weekly student/teacher writing conference
Moby Max assessment scores
Exit Slips- Will be used to analyze information gathered from today's lesson.
Data collected will be used to adjust and design upcoming lessons.
Homework
Students read at home for 20 minutes or work on Moby Max
02/05/2018-02/16/2018
LiteLiteracy Centers
Standards Covered
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language Standards 1 – 3 up to and including grade 8.)
L.8.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).
b. Spell correctly
Learning Target
I will make predictions, draw conclusions, and make generalizations or make inferences based on what is read.
I will explain the main idea will identify and explain the characteristics of short stories, novels, poetry or plays
I can construct an appropriately organized paragraph that is relevant to topic.
I can create an on demand writing piece using a five paragraph format.
I can site textual evidence when answering a constructed response
Vocabulary
Main idea
Characterization
Character traits
Conflict
schema
infer
Instructional Method
Direct instruction
Small group
Individual
centers
Strategies/Activities
Flashback/Starter – Brain Gym
Students will rotate through the following centers each day
Reading to self and/or others – Students work with partners to complete a 3 minute timed reading passage.
At the beginning of the week the students meet with the teacher to highlight any words that they need help pronouncing or finding the meaning. The teacher then reads the reading passage to the students. The students then take turns reading the passage daily to their partner who is assisting with difficult words. Students log the number of words read in three minutes, while trying to increase word frequency each day. At the end of the week students answer multiple choice questions from the passage. Students are assigned passages based on individual Lexile scores.
Writing Center – review On demand ‘cheeseburger” graphic organizer explain format and what goes in each part of the organizer including how many sentences and types of sentences for each paragraph. Students then complete On Demand writing piece
Day 1 graphic organizer Day 2 introduction paragraph Day 3 1st body paragraph Day 4 2nd body paragraph Day 5 3rd body paragraph continue remainder next week. When students have completed the writing students will peer edit with students from Mrs. Carlisle’s class.
Listen to reading- Students listen and participate in the “close reading” strategy while I read a novel. Students will be working on literacy skills during this center.
This week class is reading Terror at Bottle Creek by Watt Key
Literacy focus this week – Students create sensory images on what they have read so far in chapters 12-16. Find vocabulary words and use context clues to create definitions, answer short answer questions for chapters 17-20 focusing on making inferences based on text evidence, character traits and character motivations, point of view and providing text evidence.
Computer Center/Moby Max – students work on Moby Max software reading skills informational. Students work on individual levels to read and answer questions focusing on informational reading skills such as finding key details, analyzing and citing the text, main topic and summarizing, main idea.
Assessment
Exit Slips based on Terror at Bottle Creek
Weekly comprehension tests
Weekly student/teacher writing conference
Moby Max assessment scores
Exit Slips- Will be used to analyze information gathered from today's lesson.
Data collected will be used to adjust and design upcoming lessons.
Homework
Students read at home for 20 minutes or work on Moby Max