Cycle 5 -, Week 1 Lesson Plans: Mar 04 to Mar 08
ELA 8 PLC
Cycle 4: 8E: The Holocaust: Memory & Meaning - Amplify
Daily Schedule Monday/Tuesday - B/G
Daily DOL
LO: The student will analyze
and synthesize information
across multiple and multimodal
texts.
Today’s DOL: Given an
informational text and video,
students will synthesize
information by writing 2 short
constructed responses with a
rubric score of 2/2
Amplify Sub Unit 3- Lesson 1
Lesson Cycle Do Now: Editing The Pig
1. Direct Direct Instruction:
Instruction WW1 WW2 The Holocaust-
Brain Pops
2. Independent Woodard- Terrible Things
Practice & MRS
Strategies used.
Introduce Amplify Sub-Unit 3:
3. Sentence Stems The Olympic Games of Berlin
Watch and review a video and
pictures of opening Olympic
Games ceremonies from 2016,
2008, and 2012 to determine the
messages these send to viewers.
MRS Whiteboards: What
message do you believe the host
country is trying to project to the
world based on this ceremony?
(Repeat for each photo)
Turn & Talk: Discuss the
opening images of the games
from 1936. How does these
compare with the modern
opening ceremonies?
Watch the Amplify clip “One
Hundred Thousand Pack Berlin”
clip
Independent Practice:
Students will independently read
Wednesday - Charger Day
LO: Students will compose multi-
paragraph argumentative texts
using genre characteristics.
Today’s DOL: Given an
informational text, students will
write a multi-paragraph
argumentative essay that argue a
claim by writing an extended
constructed responses with a rubric
score of 4 out of 5
Amplify Sub Unit 3- Lesson 1
Do Now: Editing- Ohio, the 17th
State
Direct Instruction:
Review the argumentative ECR
rubric for STAAR (slightly
different from the informational
ECR) and review how to include a
counter argument as support for a
claim.
Read “Helene Mayer” article from
Jewish Daily Bulletin.
MRS Whiteboards: What is the
purpose of a counterargument?
MRS Turn & Talk: Why is it
necessary to include a counter
argument when arguing a claim?
Independent Practice:
Students will write argumentative
ECR, “Based on your readings, did
Helene Mayer make the right
decision by joining the German
Olympics team?” on page 39 in
journals before submitting to
Canvas.
Thursday/Friday - B/G
LO: Students will compose multi-
paragraph argumentative texts using
genre characteristics.
Today’s DOL: Given an
informational text, students will
write a multi-paragraph
argumentative essay that argue a
claim by writing an extended
constructed responses with a rubric
score of 4 out of 5
Amplify Sub Unit 3- Lesson 1
Do Now: Albert Einstein
Direct Instruction:
Continue from Wednesday:
Review the argumentative ECR
rubric for STAAR (slightly different
from the informational ECR) and
review how to include a counter
argument as support for a claim.
Review student feedback from
writing conferences the previous
week and how to implement on this
new ECR
Have students work in pairs to peer-
revise their ECRs to include the 4-5
paragraph structure and a solid
counterargument.
MRS Whiteboards: What is the
purpose of a counterargument?
MRS Whiteboards: What is the
highest score we can achieve if we
don’t include a counter
argument?
MRS Turn & Talk: Why is it
necessary to include a counter
argument when arguing a claim?
Independent Practice:
 or listen to “100,000 Hail Hitler: Students will write argumentative
The Opening Ceremonies of the ECR, “Based on your readings, did
Olympic Games” an article from Helene Mayer make the right
the New York Times from 1936. decision by joining the German
Olympics team?” on page 39 in
Students will complete short journals before submitting to
response questions detailing Canvas.
what they’ve read from the
article and video on Amplify If finished early, students can begin
journals, pages 31-33. working on Jesse Owens article
solos
Should students finish early,
they may begin preparing for an
argumentative ECR, “What
message do you think Hitler and
the Nazi party were trying to
communicate with the opening
ceremonies of the 1936
Olympics?”

Evidence of Students will write SCRs in ECR using STAAR rubric. ECR using STAAR rubric.
Writing & their Amplify journals
Feedback

Class Products & SCR ECR - Major Grade. Students will ECR - Major Grade. Students will
Assessments: be provided feedback via writer’s be provided feedback via writer’s
conferences conferences

Misconceptions to
Address

Academic Synthesize Argumentative Argumentative

Vocabulary Informational Texts Claim Claim
News article Counterargument Counterargument

Accommodations/ SPED/504 Pre Teach vocab, ELL Visuals and vocab strategies,
Modifications* graphic organizers, sentence graphic organizers, sentence stems,
(Sped, 504, and/or stems, chunk, checks for structured/modeled activities, study
ELL) understanding, study guide guide

*Note: Accommodations are changes to how students learn the objectives. Modifications are changes to what the objectives are for that student and must only be made
in accordance with a student’s IEP.