ELA Lesson Plan
- What
- ELA Lesson Plan
- When
- 4/23/2024
Angela Davis/David Covey 8th Grade ELA Lesson Plans 2023-2024 Teachers : Angela Davis, David Covey Unit/ Session: Test Prep/Intersession 8th Grade ELA Milestones 4/24/2024 Date(s) of Instruction: April 8-23, 2024 Content and Language Standards: Learning Target: Learning Targets and Success Criteria are listed here. Success Criteria: Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Big 5 Connection, Teach, Active Engagement, Link Focus: Review Parts of Speech Work Period (We Do, You Do) Students learn by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: Whole Group: _X_ Video Lesson _X_ Introduce vocabulary _X_ Build background ___ Notes ___ Achieve Small Group: _X_ Strategy Group/Word Study/Listening ___ Acceleration - Higher Lexiles read more advanced text _X_ Conference/Goal Setting _X_ Active Listening _X_ Test Prep - Milestones Review ___ Independent Practice - Rosetta Stone/IXL ___ HMH Read Text ___ Graphic organizer _X_ RACER writing ___ Selection test Finished Early? Independent Reading - EPIC! Books or library books Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Review these skills: Review the focus skill for each day. Homework Read 30 minutes or more in English or home language or practice skills on IXL. Teachers : Angela Davis, David Covey Unit/ Session: HMH Unit 6: “Diary of Anne Frank”/Test Prep Date(s) of Instruction: March 5-29, 2024 Content and Language Standards: ELAGSE 8RL 10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently ELAGSE 8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. ELAGSE8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ELAGSE8L4: b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). Learning Target: I read and comprehend grade-level stories, dramas, and poems. I conduct short research projects on questions related to what I am reading. I write routinely for a range of tasks, purposes, and audiences. I use common prefixes correctly. Success Criteria: I demonstrate success by reading and discussing comprehension questions with my group. I demonstrate success by writing clear, coherent paragraphs. I demonstrate success by writing for various purposes each day. I demonstrate success by using prefixes correctly. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Big 5 Connection, Teach, Active Engagement, Link Focus: ***Students will work collaboratively to complete a scrapbook on the play. The Warrior 5 sets the purpose for reading each day.*** Work Period (We Do, You Do) Students learn by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: 3/29/2024 - Unit Test/IXL Diagnostic Whole Group: _X_ Video Lesson _X_ Introduce vocabulary _X_ Build background _X_ Notes _X_ Achieve Small Group: _X_ Strategy Group/Word Study/Listening _X_ Acceleration - Higher Lexiles read more advanced text ___ Conference/Goal Setting _X_ Active Listening _X_ Test Prep - Theme/Characterization _X_ Independent Practice - Rosetta Stone/IXL _X_ HMH Read Text, “Diary of Anne Frank” _X_ Graphic organizer _X_ RACER writing _X_ Selection test Finished Early? Independent Reading - EPIC! Books or library books Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Review these skills: Close the lesson with a review of the focus skill for the day. Homework Read 30 minutes or more in English or Spanish or practice skills on IXL. Teachers : Angela Davis, David Covey Unit/ Session: HMH Unit 3: “Places Called Home” Date(s) of Instruction: January 16-26, 2024 Content and Language Standards: ELAGSE8RL2: Determine a theme and/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. ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELAGSE8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Learning Target: I will identify and analyze character and theme. I will use context clues to determine the meanings of unfamiliar words. Success Criteria: I will be successful when I can use text evidence to describe characters and themes. I will be successful when I can use context clues to find the correct meaning of unfamiliar words. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Big 5 Connection, Teach, Active Engagement, Link Focus: Pronouns HMH Lesson Plan - “...Unknown Americans…” HMH Lesson Plan - “My Favorite Chaperone” Work Period (We Do, You Do) Students learn by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: 1/3/2024 - IXL Diagnostic Whole Group: ___ Video Lesson _X_ Introduce vocabulary _X_ Build background ___ Notes _X_ Achieve Small Group: _X_ Strategy Group/Word Study/Listening _X_ Acceleration - Higher Lexiles read more advanced text ___ Conference/Goal Setting _X_ Active Listening _X_ Test Prep - Theme/Characterization _X_ Independent Practice - Rosetta Stone/IXL _X_ HMH Read Text, “Book of Unknown…” _X_ Graphic organizer _X_ RACER writing _X_ Selection test Finished Early? Independent Reading - EPIC! Books or library books Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Review these skills: Identifying theme Characterization vs. character traits Internal/external conflict Restating question for constructed response answers Homework Read 30 minutes or more in English or Spanish or practice skills on IXL. Teachers : Angela Davis, David Covey Unit/ Session: HMH Unit 3: “Places Called Home” Date(s) of Instruction: January 3-12, 2024 Content and Language Standards: ELAGSE8RL2: Determine a theme and/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. ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELAGSE8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Learning Target: I will identify and analyze character and theme. I will use context clues to determine the meanings of unfamiliar words. Success Criteria: I will be successful when I can use text evidence to describe characters and themes. I will be successful when I can use context clues to find the correct meaning of unfamiliar words. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Big 5 Connection, Teach, Active Engagement, Link Focus: Nouns Work Period (We Do, You Do) Students learn by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: 1/3/2024 - IXL Diagnostic Whole Group: ___ Video Lesson _X_ Introduce vocabulary _X_ Build background ___ Notes ___ Achieve Small Group: _X_ Strategy Group/Word Study/Listening _X_ Acceleration - Higher Lexiles read more advanced text ___ Conference/Goal Setting _X_ Active Listening _X_ Test Prep - Theme/Characterization _X_ Independent Practice - Rosetta Stone/IXL _X_ HMH Read Text, “Book of Unknown…” _X_ Graphic organizer _X_ RACER writing _X_ Selection test Finished Early? Independent Reading - EPIC! Books or library books Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Review these skills: Identifying theme Characterization vs. character traits Restating question for constructed response answers Homework Read 30 minutes or more in English or Spanish or practice skills on IXL. Teachers : Angela Davis, David Covey Unit/ Session: HMH Unit 3: “Places Called Home” Date(s) of Instruction: November 27- December 15, 2023 Content and Language Standards: ELAGSE8RL2: Determine a theme and/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. ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELAGSE8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Learning Target: I will identify and analyze character and theme. I will use context clues to determine the meanings of unfamiliar words. Success Criteria: I will be successful when I can use text evidence to describe characters and themes. I will be successful when I can use context clues to find the correct meaning of unfamiliar words. Opening (I Do) An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson. TKES 1, 2, 3,4,5, 8,10 ( Direct Instruction- Connection, Mini lesson) Big 5 Connection, Teach, Active Engagement, Link Focus: Verbs and verb phrases, 5-minute quick writes Work Period (We Do, You Do) Students learn by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period. TKES 1, 2, 3, 4, 5, 7. 8,10 (Guided Practice, Independent Practice, Collaboration, Differentiation) Teaching Strategy/Instructional Process: Whole Group: ___ Video Lesson _X_ Introduce vocabulary _X_ Build background ___ Notes ___ Achieve Small Group: _X_ Strategy Group/Word Study/Listening _X_ Acceleration - Higher Lexiles read more advanced text ___ Conference/Goal Setting _X_ Active Listening _X_ Test Prep - Theme/Characterization _X_ Independent Practice - Rosetta Stone/IXL _X_ HMH Read Text, “Ghost in Training” Eng/Sp _X_ Graphic organizer _X_ RACER writing _X_ Selection test Finished Early? Independent Reading - EPIC! Books or library books Closing (We Check) Describe the instructional process that will be used to close the lesson and check for student understanding. TKES : 1,2,3, 4,5,6,7,8 (Summarize/SHARE) Review these skills: Identifying theme Characterization vs. character traits Restating question for constructed response answers Homework Read 30 minutes or more in English or Spanish or practice skills on IXL.