Grade Level Planning Lesson Plans WEEK OF: Nov. 14 – 18 , 2011 GRADE: 8th DATE GOALS/OBJECTIVES STRATEGIES/ACTIVITIES Nov. 14 1.02 … Journaling …Actively engaged in note-taking while reading 2.01…Generating questions, drawing conclusions/making inferences 3.01…Author’s purpose 5.01 …Increase fluency/ comprehension of fiction ...Analyzing theme, dialogue & Symbolism 6.01…Vocabulary development Class Starter (Journal – teacher created topic related to in-class novel); AR testing before class, or DEAR. Flexible library rotation, first 20 minutes. Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll— TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE PEARL ~Native American Heritage Presentation in the gym: 9am Students organize into collaborative groups. Teacher will provide comprehension exercises for students to complete, using their novels. Students will preview the day’s activities, discuss and complete. Students will complete reading the novel Teacher will monitor and assess comprehension Students will continue with vocabulary development Teacher will assign homework: Read; Teacher-selected assignment or Native American nonfiction and study notes/vocab Teacher will review/introduce the 5-paragraph essay modeling and giving examples of well constructed sentences and well thought out paragraphs Teacher will introduce Native American related writing assignment Class Starter (Journal – teacher created topic related to in-class novel); AR testing before class, or DEAR. Flexible library rotation, first 20 minutes. Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll— TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE PEARL Students will review Vocabulary Word Maps, novel Graphic Organizers and Monday’s activities. Teacher will refer to the 12 Reading Strategies for students, isolating use of Compare/Contrast, Author’s Purpose, and Context Clues in the novel. Students will continue reading aloud, teacher assessing fluency/ comprehension as they do. Students will continue to add to the plot line, differentiating between what is relevant and what is not. Teacher and students continue making connections, drawing inferences. Teacher will assign homework: sentence construction activity and students will compare/contrast two elements of their novel, using their notes and study notes/vocab Continue developing writing assignment Class Starter (Journal – teacher created topic related to in-class novel); AR testing before class, DEAR. Flexible library rotation, first 20 minutes. Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll— TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE Nov. 15 Nov. 16 1.02 … Journaling …Actively engaged in note-taking while reading 2.01…Generating questions, drawing conclusions/making inferences 3.01…Author’s purpose 5.01 …Increase fluency/ comprehension of fiction ...Analyzing main idea, fact/opinion, recalling details and summarizing 6.01…Vocabulary development 1.02 … Journaling …Actively engaged in note-taking while reading SUBJECT: English Language Arts EVALUATION/ ASSESSMENT RESOURCES Journals Class Participation Teacher Observation Homework Quizzing (oral or paper) Independent Practice Group Interaction Formal & Informal Assessment Journals Class Participation Teacher Observation Homework Quizzing (oral or paper) Independent Practice Group Interaction Formal & Informal Assessment Journals Class Participation Teacher Lit. Series Teacher Created Materials Teacher selected materials Thinking Maps Critical Thinking Cards Foldables Lit. Series Teacher Created Materials Teacher selected materials Thinking Maps Critical Thinking Cards Foldables Lit. Series Teacher Created Grade Level Planning Lesson Plans 2.01…Generating questions, drawing conclusions/making inferences 3.01…Author’s purpose 5.01 …Increase fluency/ comprehension of fiction ... Analyzing main idea, fact/opinion, recalling details and summarizing 6.01…Vocabulary development Nov. 17 Nov. 18 1.02 … Journaling …Actively engaged in note-taking while reading 2.01…Generating questions, drawing conclusions/making inferences 3.01…Author’s purpose 5.01 …Increase fluency/ comprehension of fiction ... Analyzing main idea, fact/opinion, recalling details and summarizing 6.01…Vocabulary development 1.02 … Journaling …Actively engaged in note-taking while reading 2.01…Generating questions, drawing conclusions/making inferences 3.01…Author’s purpose 5.01 …Increase fluency/ comprehension of fiction ... Analyzing main idea, fact/opinion, recalling details and summarizing 6.01…Vocabulary development PEARL Teacher and students will review homework Teacher will help model the design of a Foldable to serve as a study guide for the novel. Students create their own. Students will continue reading aloud as teacher assesses fluency/comprehension, pausing for discussion as necessary Teacher will model correct placement of facts/information on plotline/notes/foldable Students will work independently, adding further information to each section of the foldable. Teacher will assign homework: read/take notes for AR book; continue developing the foldable using class notes and study notes/vocab Continue developing writing assignment Class Starter (Journal – teacher created topic related to in-class novel); AR testing before class, DEAR. Flexible library rotation, first 20 minutes. Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll— TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE PEARL Teacher and students review homework. Update foldables as necessary, ensuring everyone has sufficient notes to study for test. Review essential vocabulary and novel vocabulary Some teachers may continue reading novel in class. Students will read aloud as teacher assesses fluency/ comprehension, pausing for discussion as necessary Teacher and students update student foldables, Teacher will assign homework: read AR book/take notes; complete foldables and study notes Continue developing writing assignment Class Starter (Journal – teacher created topic related to in-class novel); AR testing before class, DEAR. No Library Rotation on Fridays Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll— TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE PEARL Teacher and students will review homework Teacher will help model the design of a Foldable to serve as a study guide for the novel. Students create their own. Students will continue reading aloud as teacher assesses fluency/comprehension, pausing for discussion as necessary Teacher will model correct placement of facts/information on plotline/notes/foldable Students will work independently, adding further information to each section of the foldable. Teacher will assign homework: read/take notes for AR book; continue developing the foldable using class notes and study notes/vocab Have a nice weekend Continue developing writing assignment Observation Homework Quizzing (oral or paper) Independent Practice Group Interaction Formal & Informal Assessment Journals Class Participation Teacher Observation Homework Quizzing (oral or paper) Independent Practice Group Interaction Formal & Informal Assessment Journals Class Participation Teacher Observation Homework Quizzing (oral or paper) Independent Practice Group Interaction Formal & Informal Assessment Materials Teacher selected materials Thinking Maps Critical Thinking Cards Foldables Lit. Series Teacher Created Materials Teacher selected materials Thinking Maps Critical Thinking Cards Foldables Lit. Series Teacher Created Materials Teacher selected materials Thinking Maps Critical Thinking Cards Foldables Grade Level Planning Lesson Plans Teacher’s Signature__________________________ Modifications/Acceleration Peer collaboration Audio for less fluent readers (optional) Teacher-modeled oral reading Graphic organizers Independent Reading Principal’s Signature: _________________________ Technology Audio Smartboard Internet Literacy Strategies 12 Reading Strategies Writing & Grammar Summary Analyzing & Critical Thinking Creating plot line Essential Vocabulary “Think Aloud” Modeling 3-2-1 Response Sheet Writing Effective Sentences Short Answer Responses Paragraph development 5-Paragraph Essay