INSTRUCTIONAL OVERVIEW
Teacher: Ms. T/Ms. Burns
Class: ELA 8th
Unit Topic: Unit 2 Informational Writing
Core Standards Taught:
L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context.
L.8.5b Use the relationship between particular words to better understand each of the words.
L.8.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
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.
Vocabulary: figurative, nuance, figures of speech (irony, puns, alliteration etc.), connotation, denotations,
poetry, stanzas, rhyme scheme, free verse, main idea, inference, analyzing, thinking strategies and more.
WEEK OF: Feb 2-6
MONDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative Learning
Objects/ Feedback
Gen/Test Hypotheses
Q’s/Adv. Organizer
Bell Ringer: 10 minutes of silent reading. Program Review
Learning Target: I can analyze an article and complete a worksheet over textual
evidence in preparation for writing argumentative essay.
Teaching Strategy Used: See Bolded
Essential Questions of the Day: How might finding textual evidence assist me in
writing an argument?
Assessment: Completed Worksheet
TUESDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative Learning
Objects/ Feedback
Gen/Test Hypotheses
Q’s/Adv. Organizer
Bell Ringer: 10 minutes of silent reading. Program Review
Learning Target: I can analyze an article and complete a worksheet over textual
evidence in preparation for writing argumentative essay.
Teaching Strategy Used: See Bolded
Essential Questions of the Day: How might finding textual evidence assist me in
writing an argument?
Assessment: Completed Worksheet, Continuation of Monday
WEDNESDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test Hypotheses
Bell Ringer: 10 minutes of silent reading time. __ Program Review
Learning Target: I can plan and prepare a debate topic.
Teaching Strategy Used: Debate
Essential Questions of the Day: What will be the correct way to argue?
Assessment: Completed worksheet,
Q’s/Adv. Organizer
THURSDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test Hypotheses
Q’s/Adv. Organizer
Bell Ringer: 10 Minutes of silent reading time. __ Program Review
Learning Target: I can argue in a debate using claim, counter claim, opposing,
affirmative, and author’s purpose.
Teaching Strategy Used: Debate, completed debate worksheet.
Essential Questions of the Day: How will you use these debate techniques to
persuade the opposing side of the argument?
Assessment: Speech Rubric
FRIDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative Learning
Objects/ Feedback
Gen/Test Hypotheses
Q’s/Adv. Organizer
Bell Ringer: 10 minutes of silent reading. Program Review
Learning Target: I can analyze an article and complete a worksheet over textual
evidence in preparation for writing argumentative essay.
Teaching Strategy Used: See Bolded
Essential Questions of the Day: How might finding textual evidence assist me in
writing an argument?
Assessment: Completed Worksheet, Students will be working on a topic of their
choosing, instead of one that we have picked for them. This will ultimately be the
topic they write their paper on.
Program Review: