2014-2015 8th Grade Language Arts (UDL Design Model)
Week of: September 8-12, 2015
Monday
Tuesday
Focus: Raymond’s Run
Common Assessment #00: Date
Wednesday
Thursday
Friday
Content:
Raymond’s Run
Content:
Raymond’s Run
Content:
Raymond’s Run
Content:
Argumentative Writing
Content:
Argumentative Writing
Essential Question:
How does an author’s style
contribute to story elements?
Essential Question:
How can a theme be determined
in a text?
Essential Question:
How does an author promote a
main character?
Essential Question:
How well am I going to do on the
PAQ?
Essential Question:
How does an author’s style
contribute to story elements?


Standards of Learning:
RL2 - 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.
W20 - Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons,
and evidence. (d) Establish and maintain a formal style
Vocabulary:
characterization
dialect
dynamic character
flat character
external conflict
internal conflict
traits
AKS Standards:
RL2, W20, W20d
AKS Standards:
RL2, W20, W20d
AKS Standards:
RL2, W20, W20d
AKS Standards:
RL2, W20, W20d
AKS Standards:
RL2, W20, W20d
Material/Resources:
Tea party statements from Shared
Drive.
Material/Resources:
1. Raymond’s run worksheet
questions on shared drive
2. How to find theme PPT
3. Theme diagram
Material/Resources:
1. Characterization PPT that is
a PDF file on shared drive.
2. Characterization chart on
shared drive.
Material/Resources:
Material/Resources:
1.
2.
1.
Refer to LOR for additional
materials click HERE
Warm-up:
Review what has been read in
story so far.
Refer to LOR for additional
materials click HERE
Warm-up:
What words would you use to
describe Squeaky? Why?
Refer to LOR for additional
materials click HERE
Warm-up:
Get out workbook and notebook.
PAQ #3
Essay
Refer to LOR for additional
materials click HERE
Warm-up:
Clear desk, pick up answer
document.
Persuasive Essay PPT on
shared drive.
2. Persuasive essay framework
on shared drive
Refer to LOR for additional
materials click HERE
Warm-up:
Discuss with your partner how
your essay is organized.
2014-2015 8th Grade Language Arts (UDL Design Model)
Week of: September 8-12, 2015
Focus: Raymond’s Run
Common Assessment #00: Date
Anticipatory Set:
Anticipatory Set:
Anticipatory Set:
Students will complete “Tea party”
What has happened in the story
so far? How would you describe
Sqeaky so far?
What words would you use to
describe your character?
Mini-lesson:
Class discussion on what
dialect is.
Mini-lesson:
Mini-lesson:
Review ppt (pdf) slides with
students on characterization.
Mini-lesson:
Student Tasks:
Student Tasks:
Student Tasks:
Student Tasks:
Student Tasks:
Students will work in pairs/groups
to discuss statements from
“Raymond’s Run.” Students will
write a prediction on what they
think the story is about based on
the statements.
Students will do a gallery walk
using the questions presented in
the worksheet “questions for
thought.”
Students will complete
characterization chart using
evidence from the text within
group.
Students will complete PAQ#3
and work on argumentative essay
after completion.
Students will self and/or peer edit
their drafts comparatively to the
frame and examples from the
powerpoint.
Students will then begin reading
Raymond’s Run
Closure:
Class will discuss if their
predictions are correct so far.
Anticipatory Set:
Anticipatory Set:
Compare your essay to the
persuasive essay frame work
provided. How does yours
compare?
Mini-lesson:
Discuss appropriate transitions.
Students will then view theme
PPT, take notes and complete
theme diagram with partner.
Students will continue writing and
editing essays.
Closure:
Closure:
Students will discuss their findings
with the class and do complete
ticket out the door of how to find
theme.
Students will respond to the
critical thinking question from the
raymond’s run worksheet and
share with class.
Closure:
Closure:
Discuss with your partner how you
have made changes for a more
effective essay.
2014-2015 8th Grade Language Arts (UDL Design Model)
Week of: September 8-12, 2015
SWBAT:
To determine the who and the
what of the story read thus far.
Focus: Raymond’s Run
Common Assessment #00: Date
SWBAT:
Determine what theme is and how
to determine theme, and what the
theme of raymond’s run is.
SWBAT:
SWBAT:
SWBAT:
Determine how the protagonist
changed throughout the course of
the story.
Recognize if they have written a
clear argumentative essay.
*Plans may change to meet the needs of all students.
Daily Lesson Format:
Warm-up
Anticipatory Set
Mini-lesson
Student Tasks
Closure
**SWD/ELL Modifications: per IEP and/or WIDA standards, identified students will be given differentiated instruction to meet individual learner needs.
Learning Barrier
Possible Solutions
Resources
Student cannot read at grade level
Preview text
*eClass Learning Objective Repository
Student has difficulty comprehending the
material
Post and review objectives for
daily/modeling/thinking map/minlesson/small groups/summarize
*Language Arts Online Activities &
Resources
Student has difficulty mastering the
vocabulary
Pre-teach vocabulary/pictures, symbol, &
definitions charts
Student have limited prior knowledge of
content being presented
Preview material by placing in classroom
website
*County LASequential Lesson Plans
*Teacher’s websites
*Discovery Education
2014-2015 8th Grade Language Arts (UDL Design Model)
Week of: September 8-12, 2015
Student has difficulty understanding what
is expected
Checklist/rubric
Student has difficulty expressing or
discussing what he/she learned
Audio/video demonstration with teacher
checklist or rubric
Student has difficulty with transition and
transitioning to new concept
Use a timer or music
Focus: Raymond’s Run
Common Assessment #00: Date