LANGUAGE ARTS
Times/
Minutes
90/120
mins
Teacher’s Name: Mrs. StukesLawson
Unit 2(P3):
Nothing But the Truth
FPAC Lesson Plan
Grade: 8
2/02/15
Essential Questions (P3):
Standards (P3):
“What are the consequences of
individual actions?”
The First 19 (T7) List your routines and procedures which maximize instructional time
Objective(s) (P4 and T1) What will students learn and be able to do by the end of the lesson in know and do terms? Ex. SWBAT cite
textual evidence by organizing events on a cause and effect graphic organizer.*At this point in the lesson, make certain that students can explain
how the objective will be measured.(2—4 min)
We are supposed to go the movies on Monday-if we go I will not get to this lesson until Tuesday.
SWBAT determine the central idea of the text by writing a summary.
Essential Questions:
•What are we learning? How textual evidence can support an analysis.
•Why are we learning it? To identify the main idea
•How can you apply to the real world? When writing
5
min
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5
min
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5-10
min
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Review Homework from Yesterday (T7, T8, & Review Homework from Yesterday (T7, T8, & RA1)
RA1) List the rubric/grading system on each line
List the routine for going over the homework (Attach the homework
below for homework completion in your class?
to your plan) in your class?
 + = 100
 Teacher/ Student lead

= 75
 Go over the assignment by having a few students
share out their answers.
 - = 50
None
= 0
•
___Completed Fully ___Partial Completion
___Not attempted
Homework Assignment for Tonight (P4 & P6) What skills will students practice at home to support their learning for
today? * Must be linked to today’s learning and may include review.

Students will read an article and write a summary.
Warm Up/Do Now and Warm Up Review (P1 & P4) Based on today’s lesson and what you know about your students,
what would be your warm up for today’s objective? *Show the actual warm up questions and answers below.
 Give 2 examples of consequences (one positive one negative)
 Teacher will Ask students how this might connect to the Essential Question “What are the
consequences of individual actions?”
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5
min
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5–
10
min
Data/Class Goal Setting (P2) How will you communicate yesterday’s data to students? How will you track today’s data?
*Remember to place today’s goal on the board.

Teacher will review yesterday’s data with the students. Teacher will also review the rubric for today’s DFA so
students have a goal in mind.
Word Study (P1) What words or word parts will be reviewed today? What strategy/technique/materials will you use to execute
this portion of the lesson?
• Students will complete a 4 square map on the word consequences (803)
• 801 and 802 we will review the definitions
Focus Lesson – (T2, T4, T5) What key concepts,
(We Do) – Guided Practice (T2, T3, T5). Show the text that
skills and vocabulary will you model? What will you do
the students will read as they practice what you have modeled or what
and what will you use to model your thinking?
they have explored. 20 – 30 min

(I Do) - Explicit Modeling and/or
Exploration
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 Teacher will Review the Essential
Question with students: “What are the
consequences of individual actions?”
 Teacher will Facilitate a class
discussion about this quarter’s module
and its focus on the consequences of
individual actions. Reinforce that
dropping out of school is a choice that
has ripple effects throughout life, and
because eighth grade students are
applying to high schools this year, they
will make a choice soon that will have
lasting consequences
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803 only As a class, complete the Four Square
Concept Map for the word “Consequence.”
Discuss how consequences could be both
positive and negative. For example: Explain
that, like in science, every action has an equal
and opposite reaction. That could be called a
“consequence” as well. Ask students what
actions they have seen have had consequences.
Push students to think beyond the negative
connotation of the word consequences. For
example, when have the consequences of your
actions been positive?
Include:
Definition in the student’s words: a result or
effect of an action.
Synonyms: effects, results, penalties, costs,
repercussions
Examples: Dropping out of school leading to a
low paying job, committing a crime leading to
jail, studying hard leading to passing a test with
an A
Non-examples: Bumping into a friend by
coincidence, finding 10 dollars on the ground
Teacher will Share a personal example of how an action
from when you were younger led to where you are
today. Connect to the essential question: What are the
consequences of individual actions?
Explain to students that throughout this module, they
will be exploring the consequences of individual actions
and that throughout this module we will continuously
explore this essential question in order to help us
prepare for the final task.
This is where 801 and 802 will begin after the warm upNext teacher will Distribute “3 Reasons Students Drop
Out of High School.” Tell students that when we
receive a new text, we should preview it quickly: What is
the genre of the text? What do you expect to see or
learn from the text? How is the text structured?
Model a brief think aloud, mentioning certain text
features of informational text, such as a bulleted list.
Facilitate turn and talk about what students notice that
makes this text informational.
Tell students that now that they’ve previewed the text,
they have probably formed some expectations. Ask
students: What are you expecting from this text?
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Set the purpose for reading to confirm thinking about
students who drop out of school and to learn new
information about this problem.
In small groups or partners, students read text and
collaboratively annotate the text while monitoring
general comprehension and looking for the reasons that
students are dropping out of high school.
Note: Teacher may want to model text annotation prior
to allowing students to complete annotations
independently.
Ask: What did you already know and what information
was new? What are the big ideas of the article? Students
talk in small groups or partners. Monitor conversations
to assess thinking.

5–
10
min
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(You Do) Today’s DFA (P4 & T4) (Including an exemplar response) What is/are the actual question(s)? Show the DFA
below *This should be between 1 – 5 questions. These questions should mirror or match the style and type of questions on your
module assessments. (Please remember to post samples on your student work boards and also place in student work folders)
Students will write a summary about the article.
Exit Ticket: What is the author saying about actions and their consequences? Regarding the text just
read. Students will write a response to address the following prompt: “What are the consequences of
individual actions?”
Review DFA/ Post Data – (T2, T3, T5, RA1-RA4) What will be your routine for how students post their
data and move into groups?
Students will move table by table to locate their names and color code the data chart.
Ongoing Learning and Practice - Small Groups/ Cooperative Groups/Differentiation (P7, T3, T5, T6,
T7, T8, T9 & RA3)
What activities do you have planned for all below DFA data groups? List the scaffolds/problems will you provide for the students?
 NOT MASTERED: Break down the question in simpler terms. Explain to students that they need to understand the
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vocabulary and what is being asked in the question. Have them write the question out on a sheet of paper. Then have students circle
the catch phrases in the question. Write it over again.
STILL IN PROGRESS: Have the Mastery student peer tutor the Proficient students. Begin by stating the mastery students are
not there to give them the answers. They are there to help them understand what the question is about. Then have student rewrite their
answer.
Share and Summarize (T5) What writing piece will the students respond to so they can explain their thinking about the
concepts shared during today’s learning? *This is your objective turned into a question and MUST have a rubric issued to students
as they write (please remember to post samples on your student work boards and also place in student work folders)
Accommodations/Modifications (P4) Based on IEPs and 504s, what accommodations/modifications will
you provide based on the objective? Please attached matrix.
  I have attached a completed and relevant matrix
Lesson Reflections (T8, T9, RA1 & RA2) How did the students perform? Based on data what adjustments will you make
tomorrow or the next class?
Students did very well with this lesson. We are able to move on to the completion of the graphic
organizer
Communication (P6 & RA4) What systems do you have in place to communicate learning to parents? *Ensure that My
Daily Data Trackers are being completed by students each day and signed by parents.
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