Teacher: Mackie

Content: 8th Grade ELAWeek of :Feb. 29 - March11, 2016Day:Monday

Standard:

ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the text, 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.

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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.

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.

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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)

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 essayWhat Im Looking For (Success Criteria)

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

Warm-Up/ Do-Now (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

**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.

DifferentiationTier ITier IITier 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, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia Holmes

Content:8th Grade ELA

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 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.)

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

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

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

Journal: Share the Shakespeare Quote from Romeo & Juliet: What's in a name? that which we call a roseBy 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)

Read the article A girl named Girl http://newsfeed.time.com/2013/01/03/why-an-icelandic-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-fights-for-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.

DifferentiationTier I

Provide guided reading questions to support the reading. Students can write a response to the article.Tier II

Students can write a letter to girl in support of her case against the government, Tier III

Students can write a letter to the Icelandic government in support of or against their naming laws.

Closing (Summary)(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, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesDay:Thursday,

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 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.)

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

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

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

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)

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

DifferentiationTier I

Use guided reading strategies to aid comprehension along with using the audio.Tier II

Paired reading of the selection while using a think aloud strategy.Tier III

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

Closing (Summary)(5 minutes) Ticket out the door

Reflection What will I do tomorrow?

Culture and Identity

Teacher: Thomas Baker, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent: 8th Grade ELAWeek of :February Day:Friday,

Standard:

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.

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)

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

What Im Looking For (Success Criteria)

Ability to Analyze images to determine a common theme/word 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.

**Students will continue to draft Personal Experience Narratives

DifferentiationTier I

Culture 4 pics 1 word/web/collage/poem/songTier 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, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent: 8th Grade ELA

Week of :September 14-18, 2015

Day:Monday

Standard:

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.

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)

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

Warm-Up/ Do-Now (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.

**Students should revise narratives using a revision checklist.

DifferentiationTier I

Students are given the choice to read independently, in pairs, or in a small group of 3-4.

Provide a close reading or reading strategy for low level readers and/or allow students to listen to the audio while reading.Tier II

Read the selected text with a partner. Students can use a think aloud strategy to monitor comprehension.Tier III

Students can read both selections and /or jigsaw the selections with a partner reading the alternate text, then compare and contrast the selections.

Closing (Summary)(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, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent: 8th Grade ELAWeek of :September 14-18, 2015Day:Tuesday, Day 16

Standard:

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 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.

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 narrativeWhat 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 minuteDaily 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.

**Students should continue to revise narrative drafts.

DifferentiationTier I

Guide students through answering selected reading check and critical thinking questions.

Use an organizer to compare and contrast cultures.Tier II

Complete the reading check and critical thinking questions independently or with a partner.

Compare and contrast using a venn diagram: students culture, and either the Chinese culture, or the culture represented in Limits.Tier III

Complete the reading check and critical thinking questions independently or with a partner.

Compare and contrast using a three venn organizer: students culture, Chinese culture, and the culture represented in Limits.

Closing (Summary)(5 minutes)

3 things you learned about another culture2 questions that you have about the culture1 thing that you would like to learn about the culture

Reflection What will I do tomorrow?

Edit Narratives

Teacher: Thomas Baker, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent: 8th Grade ELAWeek of :September 14-18, 2015Day:Wednesday, Day 17

Standard:

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 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 discipline-specific 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

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.

Warm-Up/ Do-Now (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)

Writers workshop: The Body paragraphs: Going Green; Elaboration Peer Edit essays using a peer editing checklist Type Narrative Essay Final Drafts

DifferentiationTier I

Tier II

Tier III

Closing (Summary)(5 minutes)

Reflection What will I do tomorrow?

Identity crisis

Teacher: Thomas Baker, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent:8th Grade 8 ELA

Week of :September 14-18, 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 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.)

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 narrative

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 Use of the writing process to draft a narrative

Warm-Up/ Do-Now (5-8 minutes)Daily Grammar Practice

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

Conference with students about narratives.

DifferentiationTier I

Tier IITier 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, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent:8th Grade ELAWeek of :September 14-18, 2015Day:Friday, Day 19

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 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.)

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. ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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)

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

Warm-Up/ Do-Now (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)

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

DifferentiationTier I

Comic strip should have at least 4 slides.Tier II

Comic strip should have at least 6 slides.Tier III

Comic strip should have at least 8 slides.

Closing (Summary)(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, Simone Hand, Amy Jones, Sheena Robison, Steven Wooden, Cazwania Goggins, Damikia HolmesContent: 8th Grade ELAWeek of :September 21-24, 2015Day:Monday, Day 20

Standards: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.)

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.

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, strengthen claims and evidence, and add interest.

ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when 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

What Im Looking For (Success Criteria)

Effective use of technology to plan and Create a Digital Narrative

Warm-Up/ Do-Now (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.htmlhttp://padlet.com/wall/aj64yztiw5/wish/6221010http://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.htmlhttp://padlet.com/wall/aj64yztiw5/wish/6221010http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-online-interactives/http://digitalstorytelling.coe.uh.edu/http://www.youtube.com/watch?v=0Ybyo1s1nwchttp://www.digitalstoryteller.org/

DifferentiationTier I

Project is differentiatedTier IITier III

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 eyesThat stare back at you.

Fists that bleedKnuckles are numb,But still feeling that same emptiness inside.

Flashbacks of memoriesOf people you once were,But who are you now?

I am the cocky one,The confident and brave,StrengthIs what I rely onAnd have no weakness.

I am the artist,The sensitive soulThat wouldnt hurt a thing,The one that loves words and paint.

I am the student,Studying hardAnd 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 laterOn the social clockAnd 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 clearFrom 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 createdAnd they tore the mirror downWithout a sound.Silently taking the many pieces awayUntil only one remained.

This was me,The only piece not affected by society,By everyone I knew and loved,Tabula rasaOnce again,Ready to change,But this time for the betterAnd not for anotherBad influence.

What is identity to you?