FRAME THE LESSON
CLASS: 8th Reading
TEACHER:
LESSON DATE: 8/24 – 28 M T W TH F
Teaching Points & Activities
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
8.1A, 8.2A, 8.2E, 8.3A, Fig 19A, Fig 19C,
8.14A, 8.15A.i., 8.19C
Engage
8.3A Students are expected to analyze
literary works that share similar themes
across cultures.
Explore
Resources/Materials:
Monday
Tuesday
Wednesday
Thursday
Friday
Reader’s Workshop
p28-35 Plot/Conflict
Conflict
TSW find the
problem in popular
novels or movies.
Reader’s Workshop
p28-35 Plot/Conflict
Review conflict. p31
man vs fear internal
man vs father externa
man vs stairs external
man vs class external
TSW define and
discuss stages of plot
using G.O. p30.
Watch motivational
on visualization/comp
(see below)
TTW discuss with
students why stages
of plot are important.
p30
Writing
Wednesdays
TSW label
following sentences
simple, compound,
or complex.
“Raymond’s Run”
p.36-46
Quickwrite: What
are you willing to
work for?
“Raymond’s Run”
cont’d
Quick Check on
vocabulary and
first part of the
passage.
TSW review and
discuss various
greek/latin roots.
(see website below)
Review of stages of
plot. p. 37. Preview
vocabulary
TSW review what
they read
yesterday and
predict what will
happen next.
TSW discuss with
other students why
the problem is
important using
G.O.’s.
8.14A Plan a first draft by selecting a
TTW explain that the
TTW discuss with
TTW discuss how
genre appropriate for conveying the
Explain problem is the
students the basic
the reader needs to
intended meaning to an audience,
conflict that “fuels”
components of
be able to
the story. Internal vs
simple, compound,
understand the
determining appropriate topics through
External p 28
and complex
different stages of
a range of strategies (e.g., discussion,
sentences.
plot as they read.
TSW discuss and
TSW read “The
TSW read excerpts
TSW read
background reading, personal interests,
Elaborate define various types Elevator” p31-35.
form “Raymond’s
“Raymond’s Run”
interviews), and developing a thesis or
of internal or external
TSW analyze the plot
Run” finding
plotting the passage
Objective/Key
Understanding:
conflict. TSW read
using G.O.
simple, compound
as they read through
controlling idea.
excerpts of stories
and complex
it.
TSW understand conflict and it’s impact on
with various
sentences and
8.15A.i. Write a poem using poetic
conflicts. p28-29
greek/latin roots.
a fictional short story.
Discussion questions
Plot Diag of “The
G.O. charting use of “Raymond’s Run”
techniques (e.g., rhyme scheme, meter).
Evaluate with sample passage Elevator”
simple, compound,
Plot Development
TSW understand the stages of plot
excerpts.
and complex
8.19C Use a variety of complete
sentences. Also,
development.
sentences (e.g., simple, compound,
greek/latin roots.
http://www.keystoliteracy.com/wp-content/pdfs/5b-wkshp-templates/commongreekRoots.pdf
complex)
that include
properly
placed
TSW understand
how to
make inferences
https://www.studystack.com/matching-14490
modifiers,
correctly
identified
when reading
through
a text.
Small Group
Purposeful Talk
Question Stems:
antecedents, parallel structures, and
Motivation
on Comp/Visualization:
https://www.youtube.com/watch?v=n5yP_HavvLg
TSW
simple,
compound,
and
complex
consistent
tenses.
Closing
Product/
Question/ Informal Assessment:
Reading is Seeing:
sentences and how they add variety to a
http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/wilhelm_readseeing_sample_pa
Discussion Questions
passage.
ges.pdf
Plot Diag: “The Elevator”
Simple, Compound, Complex Sentences
TTW discuss
inferencing and set
a purpose for
reading. p37.
TSW complete
“Raymond’s Run”
and answer
discussion
questions.
Holt
McDougal
Text
Reader
Writer
Journal
Student
Dictionary
Thesaurus
Holt
McDougal
Literature
Language
Handbook
Stop & Check for
Understanding—
High Level Questions
Discussion
Questions
Vocabulary
Review
Rigor & Relevance: (Real World Connection)
How does conflict fuel the passage? Why are the various stages of
plot development important in a passage?
Plot Diag: “Raymond’s Run”
Vocabulary:
Why is it important to have a variety of types of sentences when
Discussion Questions/Vocabulary Review
writing?
academic vocabulary: external conflict, internal conflict, plot, exposition, rising action, climax,
falling action, resolution, setting
content vocabulary: relay, prodigy, sidekick, liable, crouch, clutch
Understanding the way a story
reads affects how we
communicate our own stories.
Being able to use a variety of
sentence helps us to tell our
stories with clarity and style.