2021-2022 VBMS Learning Plan

Teacher(s): N. Horner, A. Rapay, A. Lucas, R. Fail, C. Subject: English 8

McAnally

Unit Title: Unit 1: Persuasive Writing Block #: 11

Date: 10/11-10/12

Overarching Question/Concept

How do I write persuasively?

Enduring Understandings Essential Question(s)

● How does a persuasive essay differ from an ● How do I set up my writer’s notebook? What is the
expository essay? purpose of the writing notebook?

● What are my strengths with writing when writing a ● How does a persuasive essay differ from an
full length essay? expository essay?

● What are my weaknesses with writing a full length ● What are my strengths with writing when writing a
essay? full length essay?

● How did my writing evolve from first draft to final ● What are my weaknesses with writing a full length
product? essay?

● What are two goals that I need to work on during ● How did my writing evolve from first draft to final
this unit of writing study? product?

● What are two goals that I need to work on during

this unit of writing study?

PLAN

VA SOL OBJECTIVES AND/OR VBOS

SOL(s) for today’s plan VBCPS Objective(s) for today’s plan

Ongoing SOLs: 8.7.a, 8.8.a, 8.8.c

DAILY LEARNING TARGETS (Restate objectives into kid friendly language; use “I can”)

I can write in a variety of forms using a variety of strategies to generate and develop my ideas. I can create and properly punctuate
compound-complex sentences in order to be able to vary my sentence structure

TEACH AND ASSESS

Scope and Sequence of Learning Activities (include Inclusive Opening, Warm-Up, Strategies, Assessments,
Closure/Reflection, etc.; Enough detail must be included so another person could implement the plan)
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● Before students arrive, hide worksheets #2 under or in the trash can, hide worksheets #3 in the green bookshelf,
and hide worksheets #4 in the locker bay

● When students arrive, instruct them to open up pear deck and their writer's notebooks

● Warmup: Sacred Writing Time-Students will come in and read the SWT slide. They will then choose a topic to
freewrite on for the first 5 minutes of class. The Prompt is “If you were a pirate hiding treasure, where and how
would you hide it? Write a how-to guide on how to hide treasure.” Translation: “Si fueras un pirata que esconde
un tesoro, ¿dónde y cómo lo esconderías?” Ask the students if they would like to share. The vocabulary for 10/11
is cerebral and 10/12 is daunting. The students need to use this word in their freewrite. Encourage the advanced
to use at least 1 compound and 1 complex sentence. Remind them to highlight the word and sentence as you
walk around to check.

● Inclusive opening: How are you feeling today? Have students show you with their fingers what number they are
feeling. Say which number you are feeling. This will correspond to the How are you feeling slide.

● Rap Review: Show students Rap Review. Explain that they should pay attention because this will help them with
an activity later in class.

● Escape room Instructions: (The ELL expert will be present to individually assist ELL students)

- Place students into groups of 2-4

- Designate 1 person to be the runner for the clue, and one to use the computer

- Give each pair worksheet #1 upside down, and instruct them not to turn it over until instructed to do so

- Once everyone has the worksheet, tell them to start.

- After completing each round (in order) they will go to the Google form and enter in the code that they
unscramble.

- Then they can move onto the next round (they should not jump ahead in rounds.

- The Google form will let them know whether or not they cracked the code and can move onto the next round.

- Play some Pirates of the Caribbean music and set up a 45 minute timer on the smart board.

● Brainteaser: What is this? Show zoomed-in picture of a cookie. Have students respond. Repeat with the three
following slides. Explain that we will be reading about cookies.

● Before reading, explain that students should complete the ready, read, respond, reflect, and write (thought
question) in a POWER paragraph format. Remind students of the power format and point to posters on the wall.
If core students receive an 88 or 100 on the first attempt and adv receive a 100 on the first attempt, they will
receive an incentive. Read the first few paragraphs of the article “The Amazing Cookie Boss” with the students.

● Finally, students should read Chapter 10 of The Giver.

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Homework Activity (ensure homework is meaningful, appropriate, and utilized as formative feedback)

Complete any classwork; read chapter 10 of The Giver; Achieve 3000

Materials and Resources (optional/as necessary)

Chromebook

SWT slide:slideshow 10/11 &10/12

English 8 writing notebook

rap lyrics

pirate escape room materials:

-4 student copy worksheet rounds worksheet 1 worksheet 2 worksheet 3 worksheet 4

-1 master key and instructions master key instructions

-1 google form escape room form

IXL program or NoRedInk program

The Giver pdf

Teacher Reflection on Learning Plan (Notes for Future Use)