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 9-13
MONDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
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Q’s/Adv. Organizer
Bell Ringer: 10 minutes of silent reading. __Program Review
Learning Target: I can complete research over a topic of my choosing that will be
used to write an argumentative essay.
Teaching Strategy Used: See Bolded Students will be completing research on
computers in classroom.
Essential Questions of the Day: How will doing my own research assist me in high
school and college?
Assessment: Completed Worksheet
TUESDAY
Similarity/Differences
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Nonlinguistic
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Bell Ringer: 10 minutes of silent reading. Program Review
WEDNESDAY
Similarity/Differences
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Taking
Effort/Recognition
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Nonlinguistic
Cooperative
Learning
Bell Ringer: 10 minutes of silent reading time. __ 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 Students will be completing research on laptops
in classroom.
Essential Questions of the Day: How will knowing both sides of an argument assist
me in writing my argumentative essay?
Assessment: Completed Worksheet, Continuation of Monday
Learning Target: I can analyze a sample essay and organize it according to the POW
line.
Teaching Strategy Used: Group Work, Students will be given a cut up copy of an
essay and have to read and analyze in order to put the essay back in order. (BURNS
KTIP LESSON)
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Essential Questions of the Day: How will analyzing an essay help me in writing my
own essay?
Assessment: Essay correctly organized
THURSDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
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Nonlinguistic
Cooperative
Learning
Objects/ Feedback
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Bell Ringer: 10 Minutes of silent reading time. __ Program Review
Learning Target: I can write an argumentative essay under the same conditions that I
will be tested in during the KPREP test.
Teaching Strategy Used: Timed writing test. Students will be writing for 90 minutes,
with use of one article, on the same paper given during KPREP testing.
Essential Questions of the Day: How will practicing the passage-based writing help
me on KPREP testing?
Assessment: Completed essay
FRIDAY
Similarity/Differences
Summary/Note
Taking
Effort/Recognition
Homework/Practice
Nonlinguistic
Cooperative
Learning
Objects/ Feedback
Gen/Test
Hypotheses
Q’s/Adv. Organizer
Program Review:
Bell Ringer: 10 minutes of silent reading. __Program Review
Learning Target: I can write an argumentative essay under the same conditions that I
will be tested in during the KPREP test.
Teaching Strategy Used: Timed writing test. Students will be writing for 90 minutes,
with use of one article, on the same paper given during KPREP testing.
Essential Questions of the Day: How will practicing the passage-based writing help
me on KPREP testing?
Assessment: Completed essay.