Standard: RI 8.2
Objective:
Students will work independently to answer a prompt projected on the board in their composition notebooks (minimum of 5 complete sentences). Whole Class: Students will search for and record evidence from the story on a handout. Students will ultimately use these quotes for an essay at the end of Unit 1. Next, students will write notes for a brief PowerPoint presentation on our next text New Immigrants Share Their Stories (a documentary). Then, the students will watch the documentary and answer questions on their study guide throughout the documentary. Finally, I'll show clips from a TED talk and students will compare and contrast the message in the documentary versus the message in the TED talk with a partner. Independent: Students will search for and record evidence from the story on a handout. Students will write notes for a brief PowerPoint presentation. Students will watch the documentary and answer questions on their study guide throughout the documentary. Collaborative: Students will discuss various study guide questions with a partner, in addition to comparing and contrasting the central message at the end of the class. Exit Tickets: Students will be asked to summarize today's lesson (a minimum of 5 sentences). Standard: RI 8.4
Objective:
Students will work independently on a handout covering the denotation and connotation of words. Students will have to classify a list of words using a graphic organizer. Whole Class: Students will reread and analyze certain sections of the story in Unit 1, "The Latehomecomer". As they reread, students will we be responding to prompts. We'll also review context clues via a PowerPoint Presentation. Finally, students will search for and record evidence from the story on a handout. Students will ultimately use these quotes for an essay at the end of Unit 1. Independent: Students will reread and answer prompts on "The Latehomecomer". Students will search for and record evidence from the story on a handout. Students will read and analyze various stories through the online platform Achieve 3000. Collaborative: Students will be engaged in various pair and share moments throughout the class. Exit Tickets: Students will be asked to select the strongest piece of evidence to support a claim, based on a prompt provided for them. Standard: RI 8.4
Objective:
Students will read and respond to a poem by answering a prompt projected on the board (response must be a minimum of 5 complete sentences). Whole Class: Students will finish reading the next story in Unit 1, "The Latehomecomer". As they read, students will we taking Cornell notes to capture the main idea and record important details in the story. I'll stop periodically to check for understanding. Independent: Students will read and annotate "The Latehomecomer," via Cornell notes. Students will work through a vocabulary graphic organizer based on eight words found in the story. They will have to define the words, list related words, record the context, and create a sentence using the words. Collaborative: Every 5-7 pages, I'll have students get into small groups to compare notes and add to their understanding of the story. Exit Tickets: N/A Standard: RI 8.4
Objective:
Students will work independently to answer a prompt projected on the board in their composition notebooks (minimum of 5 complete sentences). Whole Class: Students will continue to read the next story in Unit 1, "The Latehomecomer". As they read, students will we taking Cornell notes to capture the main idea and record important details in the story. I'll stop periodically to check for understanding. Independent: Students will read and annotate "The Latehomecomer". Collaborative: Every 5-7 pages, I'll have students get into small groups to compare notes and add to their understanding of the story. Exit Tickets: Students will take out a piece of paper and answer 3 reflection questions on what was discussed in class. Standard: RI 8.4
Objective:
Students will work independently to answer a prompt projected on the board in their composition notebooks (minimum of 5 complete sentences). Whole Class: I'll continue with a PowerPoint introducing Unit 1: Culture and Belonging, outlining keys terms and motifs of this unit (i.e. home, the immigrant's story). The PowerPoint will introduce the next story in Unit 1, "The Latehomecomer". Independent: Students will read and annotate "The Latehomecomer". Collaborative: Certain students will work in small groups to annotate the story. Exit Tickets: Students will take out a piece of paper and answer 3 reflection questions on what was discussed in class. Standard: RI 8.1
Objective: Students will be able to cite evidence that most strongly supports their claim to answer the prompt. Do Now: Students will work independently to answer a prompt projected on the board in their composition notebooks (minimum of 5 complete sentences). Whole Class: I'll present a PowerPoint introducing Unit 1: Culture and Belonging, outlining keys terms and motifs of this unit (i.e. home, the immigrant's story). Independent: Students will do a close read of this unit's first story: a nonfiction essay, "What to Bring." They will be answering prompts and citing textual evidence to support their answers. Collaborative: Students will work in pairs to analyze and discuss the structure of the essay. Exit Tickets: Students will take out a piece of paper and answer 3 reflection questions on what was discussed in class. Standard: RI 8.2
Objective: Students will be able to understand that 8th grade is an important year for the brain; intelligence can be developed, and doing challenging work is the best way to make the brain stronger and smarter. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll present a PowerPoint outlining what a growth mindset is and how it relates to their success in school. Independent: Students will take notes on the P.P. presentation using Cornell notes and annotate an article about the changes an 8th grade brain goes through. Collaborative: Students will work in pairs to create a haiku poem that summaries the key points or concepts discussed in class today. Exit Tickets: Students will take out a piece of paper and answer 3 reflection questions on what was discussed in class. Standard: RI 8.2
Objective: Students will be able to identity and continue to internalize classroom rules and expectations. Students will be able to articulate the importance of good work ethic in middle school and how it relates to college-readiness and college graduation. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 7-10 complete sentences). This will be the first entry in their composition notebooks. Whole Class: I'll present a PowerPoint outlining trends in college admission and graduation, with guided questions and application throughout the presentation. Independent: Students will take notes on the P.P. presentation on the first half of a guided notes hand out. Collaborative: Students will work in pairs to complete sections of the guided notes (based off of the PowerPoint). Exit Tickets: Students will take out a piece of paper and summarize (in their own words) what college-readiness means to them and how they can make strides towards that goal now. Standard: RI 8.2
Objective: Students will be able to identity and start to internalize classroom rules and expectations. Do Now: Students will work independently to complete a student survey. Next, students will share two things about themselves with a partner. Students will then voluntarily share which learning style they are (based on the survey). Whole Class: I'll introduce myself with a brief PowerPoint presentation, and then I'll pass out the class syllabus and we'll read through it together. Collaborative: Students will work in pairs to review the syllabus. I'll present them with different classroom scenarios and they'll role play with a partner, practicing classroom norms. Exit Tickets: Students will take out a piece of paper and summarize (in their own words) how they're expected to behave in this class, based out the outlined classroom expectations. |