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Teacher: Thomas Baker, Content: 8th

Simone Hand, Amy


Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes,
Mackie

Week of :
February 8 - 19

Day:
Monday

Standard:
The grammar focus will be on Nouns and Pronouns. Also, the novels, Monster
and Bad Boy will be read in our classes. This week students will discuss the
impact that culture and perceptions have on Identity. Students will also begin
planning and drafting Personal Experience Narratives about an
event/experience/person that has helped to shape their identity. The students
will also learn various aspects of the writing process, focusing on composing
effective introductions, using hooks and other engaging methods of writing.
Finally, the students will take the Unit One mid-term test.

ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the tex
including its relationship to supporting ideas; provide an objective summary of the text.
ELACC8RI3: Analyze how a text makes connections among
and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories
ELACC8RI4: Determine the meaning of words and phrases
as they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.

ELACC8RL2: 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 sum
ELACC8RL4: Determine the meaning of words and phrases
as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.
ELACC8RI10: By the end of the year, read and comprehend
literary nonfiction at the high end of the grades 6-8 text
complexity band independently and proficiently.

ELACC8W3: Write narratives to develop real or imagined


experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 8.)
ELACC8W10: 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.

ELACC8L4: 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.

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others
ideas and expressing their own clearly.
ELACC8SL2: Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.

We Are Learning To (Learning


Intentions)

What Im Looking For (Success Criteria)

Define unfamiliar terms


Analyze the role that our Identities
have on forming first impressions.
Read, comprehend, and analyze an
informational selection
Use the writing process to draft a
personal narrative essay

Warm-Up/ Do-Now

Ability to define unfamiliar terms using


prior knowledge
Analysis and understanding of the role
that our Identities have on forming first
impressions.
Ability to read, comprehend, and analyze
an informational selection
Ability to use the writing process to draft
personal narrative essays

(5-8 minutes)

First Impressions: Select a variety of random pictures of people, and present them to students as a
collage, museum walk, or slide show. Tell students to write down their first impressions of each
person.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Share and discuss the first impressions.

Work Period (I do, we do, you do)


(30 minutes)

Complete a First Impressions Web (Reality Central Textbook, pg. 28), and help
students define and understand the following terms: bias, unbiased, stereotype,
objective, and prejudice in relation to forming first impressions. Words can be
jigsawed by groups. (Optional: Allow student groups to role play the meaning of
their assigned word.)
Review/discuss instances in which students have been wrong about First
Impressions/Share Stereotype tickets out the door from day 13
Read the selection At First Glance, pgs. 29-31, and complete the Wrap it Up, pg. 31

iation Different

**Revisit journal topic from last week (experiences), and allow students to
select a topic from their list to develop into a personal narrative about an
experience/event/person/etc. that has helped to shape their Identity.
Tier I
Tier II
Tier III

Closing (Summary)
(5 minutes)

Complete the simile:


A first impression is like a_____________________ because ____________________.

Reflection What will I do tomorrow?


Wrap up and connect culture and identity.

Teacher: Thomas Baker, Content:


Simone Hand, Amy
8th Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes

Week of :
February

Day:
Wednesday,

Standards:

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
ELACC8RL2: 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.
ELACC8RL3: 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.
ELACC8RL5: Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.
ELACC8RL10: 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
ELACC8W3: Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event sequences.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1

ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

ELACC8L5: Demonstrate understanding of figurative language, word


relationships, and nuances in word meanings.
c. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute)

We Are Learning To (Learning Intentions)


Read and analyze a nonfiction article
Understand the effect that connotation
has on impressions
Write effective hooks
Use the writing process to write a
narrative

Warm-Up/ Do-Now

What Im Looking For (Success Criteria)


Read and analyze a nonfiction article
using textual evidence
Understand the effect that
connotation has on impressions
Ability to write an effective hook
Use of the writing process to write a
narrative

(5-8 minutes)

Journal: Share the Shakespeare Quote from Romeo & Juliet: What's in a name? that which we call a
rose
By any other name would smell as sweet. Ask students to try to explain what this means.

Does your name fit you? Reflect on the role that a name has on shaping a persons identity and
first impressions. Discuss whether or not you think your name is fitting as well as what you would
change your name to if you could.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Share Journal responses

Work Period (I do, we do, you do)


(30 minutes)

ion Differentiat

Read the article A girl named Girl http://newsfeed.time.com/2013/01/03/why-anicelandic-girl-named-light-breeze-isnt-legally-allowed-to-use-her-own-name/ or a


http://www.foxnews.com/world/2013/01/03/iceland-teen-known-legally-as-girl-fightsfor-right-to-name/ and complete discussion questions about the article. Discuss
impressions of the article as a class, and the impact that having a name can have
on your identity.
Writers workshop: Hooking the reader: Provide examples and techniques for
students to hook the reader.
Students will begin prewriting and drafting personal experience narratives, focusing
on writing an effective hook using the writers workshop.

Tier I

Provide guided reading


questions to support the
reading. Students can
write(Summary)
a response to the
Closing

Tier II

Tier III

Students can write a letter to


girl in support of her case
against the government,

Students can write a letter


to the Icelandic government
in support of or against
their naming laws.

(5 minutes)

Create a name acrostic for your name with words and phrases that describe you.

Reflection What will I do tomorrow?


Names & Identity

Teacher: Thomas Baker, Day:


Simone Hand, Amy
Thursday,
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes

Standards:

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
ELACC8RL2: 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.
ELACC8RL3: 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.
ELACC8RL5: Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.
ELACC8RL10: 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
ELACC8W3: Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1

ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.

We Are Learning To (Learning Intentions)


Make Textual connections between two
different selections
Analyze and Compare and contrast 2
different selections
Analyze the extent to which internal
conflicts contribute to an identity crisis
Use the writing process to write a
narrative

Warm-Up/ Do-Now

(5-8 minutes)

What Im Looking For (Success Criteria)


Make Textual connections between
two different selections
Analyze and Compare and contrast
2 different selections
Analyze the extent to which internal
conflicts contribute to an identity
crisis
Use of the writing process to write a
narrative

Does your name fit you? Reflect on the role that a name has on shaping a persons identity.
Discuss whether or not you think your name is fitting as well as what you would change your name
to if you could.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Present a slideshow of various names (typical, common, uncommon, weird celebrity baby
names, etc.) Discuss the effect that a persons name has on their identity.
Work Period (I do, we do, you do)
(30 minutes)

ion Differentiat

Display the name Luella Bates Washington Jones, and ask students to write a
written description or draw a picture of the person that they think would have this
name.
Students will then read the selection Thank You Maam (Student textbook) to
determine if the connotation and impressions of the name matches their
predictions.
Complete a character analysis organizer for Ms. Jones
Conference with students about Narrative Drafts

Tier I

Use guided reading


strategies to aid
comprehension along
with (Summary)
using the audio.
Closing

Tier II

Tier III

Paired reading of the


selection while using a
think aloud strategy.

Paired or independent
reading of the selection.
Compare and contrast
initial description of Ms.

(5 minutes)

Ticket out the door

Reflection What will I do tomorrow?


Culture and Identity

Teacher: Thomas Baker, Content: 8th


Simone Hand, Amy
Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes
Standard:

Week of :
February

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.

Day:
Friday,

ELACC8RL2: 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 sum
ELACC8RL4: Determine the meaning of words and phrases
as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions
to other texts.

ELACC8W3: Write narratives to develop real or imagined


experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 8.)

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others
ideas and expressing their own clearly.
ELACC8SL2: Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
ELACC8L4: 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.

We Are Learning To (Learning Intentions)

What Im Looking For (Success Criteria)

Analyze images to determine a


common theme/word

Ability to Analyze images to


determine a common theme/word

Analyze the role that culture has on


Identity
Identify and define what culture means to
me as an individual
Use the writing process to write a
narrative

Understanding of the role that culture


has on identity
Ability to use words, images, etc. to
describe/define individual cultures
Ability to use the writing process to write
a narrative.

Warm-Up/ Do-Now (5-8 minutes)


4 Pics 1 Word: Culture
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Discuss the meaning of the word culture. Talk about all of the things that make up a
culture, and allow students to discuss their own cultures, traditions, etc.
Show video clip: https://www.youtube.com/watch?v=57KW6RO8Rcs
Work Period (I do, we do, you do)
(30 minutes)

Unit One-Mid-Term Exam


Allow students to make a cultural 4 pics 1 word /web/song/poem/collage to reflect
their individual culture. Students can use words or create a collage. (If creating
collages, have magazines handy). Provide a teacher created model made
beforehand.

Share culture collages/web/song/poem.

Differentiation

**Students will continue to draft Personal Experience Narratives


Tier I
Culture 4 pics 1
word/web/collage/poe
m/song

Tier II

Tier III

Closing (Summary)
(5 minutes)

Analogy: Culture is to Identity as _________ is to _______________.

Reflection What will I do tomorrow?

Discuss the impact that culture has on Identity

Teacher: Thomas Baker, Content: 8th


Simone Hand, Amy
Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes
Standard:

Week of :
September 1418, 2015

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.

Day:
Monday

ELACC8RL2: 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 sum
ELACC8RL3: 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.
ELACC8RL4: Determine the meaning of words and phrases
as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.
ELACC8RL10: 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
ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence.

.
ELACC8W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 8.)

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others
ideas and expressing their own clearly.
ELACC8SL2: Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.

We Are Learning To (Learning Intentions)

Form, support, and debate opinions


with facts and details
Make textual predictions based on
graphic features and prior knowledge
Read and comprehend a literary text
Use the writing process to draft a
narrative

What Im Looking For (Success Criteria)

Warm-Up/ Do-Now

Ability to form, support, and debate


opinions with facts and details.
Ability to make textual predictions
based on graphic features and prior
knowledge
Understanding and comprehension of a
literary text
Ability to use the writing process to
draft a narrative

(5-8 minutes)

Daily Grammar Practice

Opening (Hook/ Activating Strategy/Learning Intentions)


(5-10 minutes)

Journal: Does culture affect Identity?


Allow students to debate the extent to which culture affects identity.

Work Period (I do, we do, you do)


(30 minutes)

Mini-lesson: Writing an Effective Introduction; also Hooks


Discuss what students know about the Chinese culture or the Native American
culture using an anticipation guide or advanced organizer. Provide background
information before reading the selection The White Umbrella, or The Medicine
Bag. Literature Textbook
Allow students to make predictions about the selection based on the title,
illustration, and previous discussion.
Read the selection in groups/pairs/whole class/independently.

Differentiation

**Students should revise narratives using a revision checklist.


Tier I

Students are given the


choice to read
independently, in
pairs, or in a small
group
of 3-4.
Closing
(Summary)

Tier II

Tier III

Read the selected text


with a partner. Students
can use a think aloud
strategy to monitor
comprehension.

Students can read both


selections and /or jigsaw
the selections with a
partner reading the
alternate text, then

(5 minutes)

Ticket out the Door

Reflection What will I do tomorrow?


Read The White Umbrella or The Medicine Bag and discuss the affect that
culture has on the narrators identity.

Teacher: Thomas Baker, Content: 8th


Simone Hand, Amy
Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes
Standard:

Week of :
September 1418, 2015

Day:
Tuesday, Day 16

The focus this week will be on the role that conflict has on shaping Identity both in our
lives and with literary characters. Students will revise and edit Narratives, and prepare
final drafts. Finally, students will begin their culminating Digital Story Project in which
they will select either their Where Im From Poems or Personal Narrative Essay to
create a Digital Story.
ELACC8RL1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.

ELACC8RL2: 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 sum
ELACC8RL3: 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.
ELACC8RL5: Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.

ELACC8RL4: Determine the meaning of words and phrases


as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.
ELACC8RL10: 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
.
ELACC8W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 8.)

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on others
ideas and expressing their own clearly.
ELACC8SL2: Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.

We Are Learning To (Learning Intentions)

Analyze cultural differences presented in


a text.
Compare and contrast two different
genre selections
Read and comprehend a literary text and
a poem
Use the writing process to draft a
narrative

What Im Looking For (Success Criteria)

Ability to analyze cultural differences


presented in a text.
Ability to Compare and contrast two
different genre selections
Ability to read and comprehend a literary
text and a poem
Use of the writing process to draft a
narrative

Warm-Up/ Do-Now (5-8 minute


Daily Grammar Practice
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)

Journal: The narrator in The White Umbrella experiences an embarrassment related to


her culture. Tell about a time when you were embarrassed. Compare and contrast your

experience with the narrators. Allow students to share journal responses. Discuss the
sources of their embarrassment noting any commonalities or differences with the
narrators.
Work Period (I do, we do, you do)
(30 minutes)

Finish reading the selections and complete the Reading Check & Critical Thinking
questions on pg. 425 to assess comprehension of the selection, The White
Umbrella or The Medicine Bag.
Use an organizer to analyze the differences between the Chinese culture and the
American culture in the selection.
Advanced: Read the selection Limits, as a companion piece to the selections
above. http://teacher.scholastic.com/scholasticnews/indepth/one_world/pdfs/spread9.pdf .
Analyze the culture clash and stereotypes presented in the selection.
Compare/contrast the two selections.

Differentiation

**Students should continue to revise narrative drafts.


Tier I

Guide students
through answering
selected reading check
and critical thinking
questions.
Closing
(Summary)

Tier II

Tier III

Complete the reading


check and critical
thinking questions
independently or with a
partner.

Complete the reading


check and critical
thinking questions
independently or with a
partner.

(5 minutes)

3 things you learned about another culture


2 questions that you have about the culture
1 thing that you would like to learn about the culture
Reflection What will I do tomorrow?
Edit Narratives

Teacher: Thomas Baker, Content: 8th


Simone Hand, Amy
Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes
Standard:

Week of :
September 1418, 2015

ELACC8L1: Demonstrate command of the conventions of


standard English grammar and usage when writing or
speaking
ELACC8L2: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
ELACC8W3: Write narratives to develop real or imagined

Day:
Wednesday, Day 17

experiences or events using effective technique, relevant


descriptive details, and well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed. (Editing for conventions should demonstrate
command of Language standards 13 up to and including grade 8.)

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups,


and teacher-led) with diverse partners on grade 8 topics and texts, building on others ideas and
expressing their own clearly.
ELACC8W6: Use technology, including the Internet, to produce and publish writing & present
the relationships between info. and ideas efficiently as well as to interact and collaborate with
others
ELACC8W10: 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 disciplinespecific tasks,
purposes, and audiences.

We Are Learning To (Learning Intentions)

Use strategies to analyze and make


meaning of unfamiliar words.
Analyze word pairs to understand word
relationships to complete analigies
Analyze the connection between identity
and stereotypes
Identify cultural stereotypes and ways to
breakdown stereotypes
Use the writing process to plan writing

Warm-Up/ Do-Now

What Im Looking For (Success Criteria)

An Analysis of the connection between


identity and stereotypes
Ability to Identify cultural stereotypes and
ways to breakdown stereotypes
Use of the writing process to plan writing.

(5-8 minutes)

Daily Grammar Practice

Opening (Hook/ Activating Strategy/Learning Intentions)


(5-10 minutes)

Work Period (I do, we do, you do)


(30 minutes)

tiation Differen

Writers workshop: The Body paragraphs: Going Green; Elaboration


Peer Edit essays using a peer editing checklist
Type Narrative Essay Final Drafts

Tier I

Tier II

Tier III

Closing (Summary)
(5 minutes)

Reflection What will I do tomorrow?


Identity crisis

Teacher: Thomas Baker, Content:


Simone Hand, Amy
8th Grade 8 ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes

Week of :
September 1418, 2015

Day:
Thursday, Day 18

Standards:

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
ELACC8RL2: 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.
ELACC8RL3: 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.
ELACC8RL5: Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.
ELACC8RL10: 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
ELACC8W3: Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1

ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
ELACC8W10: 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.

We Are Learning To (Learning Intentions)

Analyze images to determine a


common theme/word
Identify and understand the
relationship between conflict and
identity
Understand that conflict propels plot
and develops character
Conflict helps to identify and analyze
characters in literature
Use the writing process to draft a

What Im Looking For (Success Criteria)

Ability to Analyze images to


determine a common theme/word
Ability to Identify and understand the
relationship between conflict and
identity
An understanding that conflict
propels plot and develops character
An understanding that conflict helps
to identify and analyze characters in
literature

narrative

Warm-Up/ Do-Now

Use of the writing process to draft a


narrative

(5-8 minutes)

Daily Grammar Practice

Opening (Hook/ Activating Strategy/Learning Intentions)


(5-10 minutes)

4 Pics 1 Word: Conflict

Discuss the relationship between conflict and identity.


Work Period (I do, we do, you do)
(30 minutes)

Mini-lesson: The Conclusion


Explain that all stories have conflict and that conflict is essential for plot
development and character building. Discuss types of conflicts, and identify
examples.
Review the elements of plot and remind students that all narratives include
elements of plot.
In groups, analyze characters and conflicts from unit selections (jigsaw selections):
From I know why the Caged Bird Sings, The White Umbrella, The Medicine
Bag, and Thank You Maam. using graphic organizers.
Determine the extent to which conflict helped the character change, impacted
characterization, and compare and contrast characters.

ion Differentiat

Conference with students about narratives.


Tier I
Tier II

Tier III

Closing (Summary)
(5 minutes)

Ticket out the door


Reflection What will I do tomorrow?
Create a 4 pics 1 word example for a conflict that you have experienced.

Teacher: Thomas Baker, Content:8th Grade


Simone Hand, Amy
ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes
Standards:

Week of :
September 1418, 2015

Day:
Friday, Day 19

ELACC8RL1: Cite the textual evidence that most strongly


supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
ELACC8RL2: 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.
ELACC8RL3: 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.
ELACC8RL5: Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.
ELACC8RL10: 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
ELACC8W3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1

ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)

ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when w
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation,
when writing.
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation,
when writing.
ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listenin

We Are Learning To (Learning Intentions)

Analyze the extent to which internal


conflicts contribute to an identity crisis
Identify and analyze internal conflicts
Use the writing process to write a
narrative

What Im Looking For (Success Criteria)

Warm-Up/ Do-Now

Ability to analyze the extent to which


internal conflicts can contribute to an
internal conflict
Ability to Identify and analyze
internal conflicts
Use of the writing process to write a
narrative

(5-8 minutes)

Daily Grammar Practice

Opening (Hook/ Activating Strategy/Learning Intentions)


(5-10 minutes)

Display the phrase IDENTITY CRISIS along with the cartoon image (cow saying moo) and allow
students to brainstorm and/or freewrite about what it means to have an identity crisis.
Write about a time that you experienced an Identity Crisis. If you cant recall experiencing one,
reflect on what you have learned about Identity Crisis as well as your thoughts and opinions about
the concept in general.
Share definitions and thoughts about what it means to have an identity crisis.
Define what an identity crisis is
Work Period (I do, we do, you do)
(30 minutes)

tiation Differen

Students will work on narratives


Read the Identity Crisis Poems, analyze the identity crisis presented, and compare
and contrast the 2.
Determine factors that often lead to an identity crisis, particularly as a teen
Create a cartoon or comic strip in which a character is faced with an identity crisis.
Comic strip can be drawn or digitally created.
http://www.edhelperclipart.com/clipart/teachers/org-filmstrip.pdf

***Essay Final Drafts Due on Wednesday, September 17, 2014


Tier I
Tier II
Tier III

Comic strip should


have at least 4 slides.
Closing (Summary)

Comic strip should have at


least 6 slides.

Comic strip should have


at least 8 slides.

(5 minutes)

Ticket Out the Door: Write about a time that you experienced an Identity Crisis. If you
cant recall experiencing one, reflect on what you have learned about Identity Crisis as

well as your thoughts and opinions about the concept in general.

Reflection What will I do tomorrow?


Unit Wrap Up

Teacher: Thomas Baker, Content: 8th


Simone Hand, Amy
Grade ELA
Jones, Sheena Robison,
Steven Wooden,
Cazwania Goggins,
Damikia Holmes
Standards:

Week of :
September 2124, 2015

Day:
Monday, Day 20

ELACC8W3: Write narratives to develop real or imagined experiences or events using effective techni
descriptive details, and
well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 13 above.)

ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
should
demonstrate command of
Language standards 13 up to and including grade 8.)

ELACC8W6: Use technology, including the Internet, to produce and publish writing & present the relati
and ideas efficiently
as well as to interact and collaborate with others.
ELACC8W8: Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
ELACC8W10: 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.

ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify information, strength
and evidence, and add interest.

ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal Englis
indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

We Are Learning To (Learning Intentions)

Use technology to plan and Create a


Digital Narrative

Warm-Up/ Do-Now

What Im Looking For (Success Criteria)

Effective use of technology to plan


and Create a Digital Narrative

(5-8 minutes)

Explain to students that they will be using the next few days to create a digital narrative based on
one of their writings: Poem or Narrative

Opening (Hook/ Activating Strategy/Learning Intentions)


(5-10 minutes)

Show student made examples of each type of Digital Narrative:


http://www.georgeellalyon.com/where.html
http://padlet.com/wall/aj64yztiw5/wish/6221010
http://www.youtube.com/watch?v=0Ybyo1s1nwc

Work Period (I do, we do, you do)


(30 minutes)

Students will use either Where Im From Poems or Personal Narrative Essays to
create a Digital Story.
The Digital Story Project will take 3-5 days to complete. Steps are as follows:
Select the writing piece
Use a storyboard to organize the writing into sections, along with digital
accompanying images, written text, narrations, and music to use per slide.
Students can use photostory, moviemaker, www.photopeach.com, or any

other video creation software or site.


Share digital narrative final products
Examples and resources are below:
http://www.georgeellalyon.com/where.html

Differentiation

http://padlet.com/wall/aj64yztiw5/wish/6221010
http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-onlineinteractives/
http://digitalstorytelling.coe.uh.edu/
http://www.youtube.com/watch?v=0Ybyo1s1nwc
http://www.digitalstoryteller.org/

Tier I

Tier II

Tier III

Project is
differentiated

Closing (Summary)
(5 minutes)

Parking Lot: Provide students with post it notes to write any


questions/concerns about the project and post it on the wall before leaving
OR use Edmodo to have students post any questions about the project.
Reflection What will I do tomorrow?
Continue working on Digital Stories

http://studentwritersmind.blogspot.com/2011/01/identity-crisis-poem.html

Broken mirror,
Many faces,
Many ears and noses,
Many eyes
That stare back at you.
Fists that bleed
Knuckles are numb,
But still feeling that same emptiness inside.
Flashbacks of memories
Of people you once were,
But who are you now?
I am the cocky one,
The confident and brave,
Strength
Is what I rely on
And have no weakness.
I am the artist,
The sensitive soul
That wouldnt hurt a thing,
The one that loves words and paint.
I am the student,
Studying hard
And went to college,
Made parents proud,
The one that doesnt make a sound.
I am the-I am the-I am the-I dont know anymore,
Who I am,
Who I was,
All is gone,
Because change is the only constant in life.
One minute youre this,
The next minute that,
A second later
On the social clock
And youre something completely different.
I am the man with the bleeding fist,
Who couldnt handle any of it,
Who couldnt handle any more of the change,
Who couldnt handle the voices in my brain,
Couldnt take the environment or peers,
Couldnt stay clear
From the path that was chosen by someone else.

Who am I now?
The real me.
Fractured, broken, and needing time,
Piece by piece,
The stained glass was cleaned and glued back,
But still the fractured mirror had those cracks,
The image that I saw was still plural,
Was still so many,
Hands traced the schisms created
And they tore the mirror down
Without a sound.
Silently taking the many pieces away
Until only one remained.
This was me,
The only piece not affected by society,
By everyone I knew and loved,
Tabula rasa
Once again,
Ready to change,
But this time for the better
And not for another
Bad influence.
What is identity to you?