Lesson
Monday
Compo
nent
Standa RI.8.1: Cite the textual
rd(s)
evidence that most strongly
supports an analysis of what
the text says explicitly as well
as inferences drawn from the
text
RL.8.4: Determine the
meaning of words and
phrases as they are used in
a text, including figurative
and connotative meanings;
analyze the impact of
specific word choices on
meaning and tone, including
analogies or allusions to
other texts
Do
Now
Essent
ial
Questi
on
Tuesday
Lesson Plans
Week of January 13-17
Wednesday
Thursday
Friday
RL.8.4: Determine the meaning
of words and phrases as they
are used in a text, including
figurative and connotative
meanings; analyze the impact
of specific word choices on
meaning and tone, including
analogies or allusions to other
texts
RL8.2: 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
RI.8.5: Analyze in detail the
structure of a specific
paragraph in a text, including
the role of particular sentences
in developing and refining a
key concept
RI.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
RI.8.6: Determine an author’s
point of view or purpose in a
text and analyze how the
author acknowledges and
responds to conflicting
evidence or viewpoints
RI.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
RI.8.4: Determine the
meaning of words and
phrases as they are used in a
text, including figurative,
connotative, and technical
meanings; analyze the impact
of specific word choices on
meaning and tone, including
analogies or allusions to other
texts
RI.8.5: Analyze in detail the
structure of a specific
paragraph in a text, including
the role of particular
sentences in developing and
refining a key concept
INDEPENDENT READ
INDEPENDENT READ
INDEPENDENT READ
INDEPENDENT READ
INDEPENDENT READ
What is the purpose of
writing a summary? Where in
life do we see summaries
written? What do we notice
about them?
Why is figurative language so
often used in poetry?
In what ways does figurative
language enhance poetry?
How can analyzing poetry
enhance people’s lives?
How can we analyze poetry?
Objective
I can begin to summarize the
main idea and or themes of a
poem using an IVF
statement.
I can analyze what the literal
meanings of idioms are and
reflect on how this might affect
poetry tone.
I can demonstrate
understanding of figurative
language and it use in poems.
I can support my inferences
with evidence from text.
I can explain how my text
evidence (proof) relates to my
answer to a question
Strateg
ies/Act
ivities
I do: Teacher will model
“thought question”
expectations
Independent: students will
complete an A3K article
We do-whole group: review
POETRY strategy (finish if
needed) with a poem
together
Independent: students will
use the poetry strategy to
analyze a poem on their
own…this may be done
either with partners or small
group depending on what
happens in the review
Independent: Complete STAR
reading assessment
I do: teacher will model how to
complete idiom chart/poster
with one example
We do: students will work with
a partner to complete one
example
Independent : complete 5-7
examples, illustrating the
figurative and literal meanings
of idioms.
I do: teacher will model how to
complete a smart card analysis
of figurative language terms
We do: assist teacher with
example///also small group will
complete a POETRY analysis
of a poem
Independent : students will
each complete a POETRY
analysis of a given poem and a
smart card for 5 or more
figurative language terms.
Independent: students will
take a quiz on completing a
poetry analysis completely
independently
I do: teacher will model an
APE answer to a question
(may use CDE example)
Independent: students will
practice answering a question
about a poem using the APE
strategy
Assess
ment/Tic
kets Out
CFU: IVF statement is
complete and correlates to
message of the poem.
Criteria:
P=Includes I, V, and F, and
has logical reasoning (poem
underlined to support)
PP=I,V,F not properly used,
less underlining in poem
U= Incomplete
CFU: demonstrated use of
idioms/explanations of literal
meanings of figurative
terms…complete reflective fill
in… Idioms help the tone
because _____________.
P= complete and reasonable
explanations
U=incomplete or off-target
CFU: Smart cards complete;
POETRY analysis complete
Criteria:
P=Most elements of POETRY
complete and Smart cards
complete
PP=partial understanding of
POETRY analysis
U=incomplete
I do: teacher will model either
an example of POETRY with
a short poem OR thought
question or activity
expectations depending on
Monday’s A3K and
Wednesday’s POETRY
lesson
We do: assist teacher with
example///also small group
discussion/reflection on
yesterday’s completed poetry
analysis (have small groups
go over their analyses and
note strengths/weaknesses
Independent : students will
each complete a POETRY
analysis of a given poem and
an assigned A3K article
CFU: completed thought
question OR activity
P= all elements of the “include
in your answer” section are in
the thought question; activity
score is 75% or better
P
CFU: Quiz
Criteria:
P=