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8th Grade ELA Lesson Plans

Teacher: B. Moore, G. Burke, Y. Ndi Lesson Date: Monday, August 31, 2015

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?)

RI8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduce.

W1 – Write arguments to support claims with clear reasons and relevant evidence.

RL1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL2 – Determine a theme and/or central idea of a text and how it is conveys through particular details; provide a summary of the text distinct from personal opinions or judgments

RL3 – 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

L1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking

L1(a) – Explain the function of verbals (gerunds, participles, infinitives)

L2 – Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

L2(a) – Use punctuation (comma, ellipsis, dash) to indicate a pause or break

Lesson Objective/Learning Intention:

What will my students KNOW by the end of the lesson?

a. Students will introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Students will establish and maintain a formal style.

e. Students will provide a concluding statement or section that follows from and supports the argument presented.

f. Students will identify verbals and commas in a sentence. Students will demonstrate understanding of the function of verbals and commas.

What will they DO to learn it?

Students will compose an argumentative essay by the end of instruction through scaffolded and tiered activities. Students will produce one essay as a class for the purposes of guiding students through the essay development process.

TIME INSTRUCTIONAL SEQUENCE

MONDAYFORMATIVE ASSESSMENT

Note: A variety of formative assessments should be used at key

points throughout the lesson.

5 min

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)

Students will come up with a list of songs, movies, TV shows, bands, and books that end in –ing –ed, or –en. Students will share their list with their groups. Groups will discuss whether the –ing, -ed, or –en word is telling the action of something or describing it. (i.e. – Frozen describes (acts as adjective) what happened to the village of Arendelle, Tangled represents the action of Flynn and Rapunzel’s lives becoming tangled in each other, etc….)

Discuss with students how verbs don’t always like to function as “what you do.”

Teachers will assess understanding via student explanations.

10 min

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, and/or writing process.)

Teacher will present verbals powerpoint to class. Students will complete guided Cornell notes.

Teachers will assess understanding through students’ notes.

30sec

Brain Break/Transition: (How will students take a break from learning to re-set their brains and give them a moment to move with meaning?)

“Nose, Lobe”: Have student stand up and for a little extra movement, have them switch places with another person. They don’t have to move their things; they’ll be back in their spots after the brain break ends. Students start by grabbing their noses with their left hand and grabbing their left earlobe with their right hand, then quickly switch so that their right hand is on their noses and their left hand is grabbing their right earlobe.

Students will be transitioned using “Copy Me Clap” method. The teacher will tell the students, “As you travel to your seats copy the clap sequences I provide.” The teacher will do a series of three clap sequences and the students will repeat.

Teachers will assess students’ listening and comprehension skills.

15 min

Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)

Students will complete Verbals task cards in pairs. Teacher will place task cards in different areas around the room. Students will have 15 minutes to visit each task card and complete the task presented. Students will keep track of answers on sheet of paper. Student should travel in clockwise order with their partner. Students should end with the same card on which they started.

(Task cards attached to end of lesson plan)

Teachers will assess students’ understanding of verbals through their responses to task cards.

10 Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there Teachers will assess

min

vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, and/or writing process.)

Teacher will present commas powerpoint to class.Students will complete guided Cornell notes

understanding through students’ notes.

15 min

Closing Activity: Practice:

After viewing the PowerPoint on commas, the teacher reminds the students that commas have different uses in the sentences that are used in the game.

Each group of students will receive a set of sentences that demonstrate different comma uses. As groups begin to read and analyze their sentences, students will match the comma sentence strip using headings on the comma mat.

(Comma sort activity attached at end of lesson plan)

Teachers will assess students’ understanding through their correct sort of the commas.

5min

DLIQ:

Students will complete their DLIQ for today’s lesson.

Teachers will assess students’ understanding by examining student questions.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Verbals Powerpoint Verbals Task Cards Commas Powerpoint Commas Activity


Tuesday/WednesdayFORMATIVE ASSESSMENT



20 min

C.L.E.A.R.

Students will read a text of their choice for 15 minutes and quickwrite on a topic of their choice for 5 minutes.

5min


Students will participate in the following brain break: “Life with the Wright Family”. Students will get into groups and each group member will have an item. The teacher will begin to slowly read the story, “Life with the Wright Family.” Every time students hear the word “right,” they will pass their item to the right. Every time they hear the word “left,” students will pass their item to the left. The teacher will steadily speed up the reading of the story and students will have to attentively listen to the many times they have to pass their item to the “right” or “left.”

The teacher will transition students by saying, “We need to be in our seats and silent in 5, 4, 3, 2, 1!”

The teacher will monitor listening, collaborative, and communication skills.

25 min

Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)

Review with students the 3 types of verbals (gerunds, participles, and infinitives). Students will participate in Trashketball review activity.

Teacher will assess understanding through responses to game questions. Teacher will monitor collaboration and communication skills.

30sec


“Simon Says”: Teacher will lead students in a game of Simon Says. Sample directions can be: Jump once, touch your toes, spin once, etc…

The teacher will students by saying, “We need to be in our seats and silent in 5, 4, 3, 2, 1!”

5 min

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)

Think-Pair-Share: Students will participate in a discussion with their elbow partner in response to the prompt: “Describe a time in your life when your guilty conscience led you to do the right thing.” This activity will act as introduction to prepare for a guided reading of “The Tell-Tale Heart.” Students may volunteer to share out after discussing.

Teachers will assess students’ effective collaborative discussions and ability to develop a topic with well-chosen relevant, and sufficient facts, concrete details, etc.

24min

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)

Students will participate in the guided reading of “The Tale-Tell Heart.” The teacher will assess student understanding by stopping at certain points in the reading to ask comprehension questions. Students will respond through discussion to promote collaboration and inquiry. This activity will occur for two weeks.

Teachers will assess students’ understanding of through their reading comprehension and response to discussion questions.

30sec


30 Second Brain Break: Students will stand and get with a partner. Together, they will try to solve the following riddle (If they get the first one before the 30 seconds are up, provide them with the second riddle:

* What gets wetter and wetter the more it dries?

A Towel

* What are two things you cannot have for breakfast?

Lunch and dinner.

Transition students with, “5, 4, 3, 2, 1 and this activity is now done!”24 min

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)

Tell students that they will revisit the “Match It” activity to make sure they understand the five parts of a sound argument. Pay special attention to the differences between reasons and evidence since this was the most difficult for students. Refer back to last Tuesday’s/Wednesday’s Gallery Walk activity for definitions and examples. Remind students that

Reasons tell why, makes someone care, and tells the importance of the claim and of the argument

o Example: I need to have a cell phone that allows me to get online to use Kahoot in my Science class for review purposes.

o This proves the specific reason “why” you need a cellphone and tells the importance of the claim, “It is necessary for me to obtain a new cell phone.”

* Evidence are the facts that have been researched; it supports your claim and your reasons.

o Example: My teacher uses Kahoot at least twice a week to determine what his students understand. He is unable to truly know what I understand if I’m sharing a phone with another student, because we both are working together to choose answers. How is he supposed to know which one of us actually knew the correct answer? Plus, I take the exams on my own; I won’t have my friend to help me, so I need to be able to review on my own to prepare for the exam!

o Evidence supports the why and the importance of the claim/argument. Notice how the example supports the need to use the phone for Kahoot and classroom reviews. This evidence also supports the importance of obtaining a new cellphone because it explains the ways

“Match It”: Students will work in groups to match the parts of an argument to the provided examples. Each group will receive a bag with strips of information. Students will have to collaborate to complete the task. The strips will read:

Set 1 Set 2Prompt Are students too dependent on computers?Claim Student need to increase their ability to properly conduct research without using

online sources.Counterclaim Using online resources cuts the research time in half allowing students to focus

on the writing of the essay.Reason Using primary sources allows students to avoid gathering information that is

oftentimes unreliable or inaccurate.Evidence Many teachers have begun to require students to have a certain number of

primary sources to increase students’ chances of researching credible information.

1. Go over the activity as a class. Be sure to ask why the answer is correct and explain how the example fits part of the argument

2. The teacher will remind students that the strips represent the parts of an argument, but a good essay needs a controlling idea. Ask students to recall what a controlling idea is. Students may use their Cornell Notes. Ask students to provide the Controlling Idea Equation:

Purpose for writing x Subject of Writing x Writer’s Point of View = Essay’s Controlling Idea.

Provide students with an example of a controlling idea for the argument on computer dependability, using the equation:

To argue students’ dependability on computers x Student Computer Dependability x Students are too dependent on computers = Computers are useful tools; however, the increased dependability on computers has drastically decreased a student’s chances of researching reliable sources.

3. Have students write the equation on the guided Cornell notes.

The teacher will assess students’ ability to connect the four parts of an argument to the provided prompt.

30sec


Pencil Flip 2.0Have students retrieve three pencils or pens. Frist, have students flip one pen/pencil. Then have them flip two and then three. Allow them to do this for 30 seconds. Transition students in 30 sec. with, “I need you quiet and in your seats in 5, 4, 3, 2, 1.”

20min


To reinforce skills and concepts, students will work in a new group (five groups total) to create examples for the four parts of an argument. Students will also solve the controlling idea equation for their examples. Students should be able to stand or sit wherever they please during this assignment. Students will make the following grid on a sheet of chart paper:

Terms Your ExamplesPrompt Do violent video games cause behavior problems?ClaimCounterclaimReasonEvidenceControlling Idea Equation

Terms Your ExamplesPrompt Is homework harmful or helpful?ClaimCounterclaimReasonEvidenceControlling Idea Equation

Terms Your ExamplesPrompt Should college be tuition-free?ClaimCounterclaimReasonEvidenceControlling Idea Equation

Terms Your ExamplesPrompt Should middle school students be required to walk in a line when transitioning

in the hallways?ClaimCounterclaimReasonEvidenceControlling Idea Equation

Terms Your ExamplesPrompt Should schools have dress codes?ClaimCounterclaimReasonEvidenceControlling Idea Equation

The teacher will assess students’ misconceptions and understandings of developing strong claims through their evaluations.

30sec

Brain Break/Transition: (How will students take a break from learning to re-set their brains and give them a moment to move with meaning?)“Wrist and Ankle” – Have students stand up. Students extend their arm in front of them. They should turn their wrists repeatedly to the right. While turning their wrists to the right, have students lift their left leg and try and repeatedly turn their ankle to the right. Students will notice that it is quite difficult and the left foot will turn left instead of right. Students will also notice that balance plays a huge factor in the successful completion of the task. Allow students to do this for 30 seconds. Transition students in 20 seconds by telling them, “I need you quiet and in your seats. As you go, follow my lead.” Create a few clap patterns for students to follow. Start off crazy and loud, then slowly use clap patterns that get quieter and quieter until you can no longer hear it.

5min

DLIQ:

Students will complete their DLIQ for today’s lesson.



Verbals Trashketball Game The Tell-Tale Heart text Match-It strips

Argument prompts


Thursday/FridayFORMATIVE ASSESSMENT



20 min

C.L.E.A.R.

Students will read a text of their choice for 15 minutes and quickwrite on a topic of their choice for 5 minutes.

30sec


“Hand Swap”:1. Have students stand up at their desks.2. Students start by waving their right hand in front of them left to right. Their palm should be facing away from them,

fingers pointing up.3. Have students stop that hand and have their left hand in front of them waving it up and down.4. Then have them practice moving both at the SAME TIME (right hand going left to right and left hand going up and

down. Tell them not move their hands going diagonally).5. Have students switch to have their right hand up and down and their left hand left and right. Do this faster and switch

often to make it more difficult.6. Lastly, to increase the difficulty, have your arms crossed while doing this.

The teacher will transition students by saying, “We need to be in our seats and silent in 5, 4, 3, 2, 1. Thank you!”

25 min

Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)

Each group of students will receive a set of sentences that have different comma uses. As a group begin to read and analyze their sentences they will sort under the proper heading. Students will then sort sentences to match the comma uses heading. Students will sort the other examples of Comma uses.

Teachers will assess students’ understanding by monitoring responses to the sort activity.

24min

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.)

Students will participate in the guided reading of “The Tale-Tell Heart.” The teacher will assess student understanding by stopping at certain points in the reading to ask comprehension questions. Students will respond through discussion to promote collaboration and inquiry. This activity will occur for two weeks.

Teachers will assess students’ understanding of through their reading comprehension and response to discussion questions.

30sec


30 Second Brain Break: Students will stand and get with a partner. Together, they will try to solve the following riddle (If they get the first one before the 30 seconds are up, provide them with the second riddle:

* What has two heads, four eyes, six legs, and a tail?

- A cowboy riding his horse.

* What is higher without the head, than with it?

- A pillow.

Transition students with, “5, 4, 3, 2, 1 and this activity is now done!”

30min

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process)

The teacher will review the content from the previous class. Explain to students that when writing an argumentative essay, it is important to brainstorm at least five claims and choose three for the essay. The reason you brainstorm more than you need is because writers, often times, realize that some of their claims aren’t as strong as others. When we have weak claims, it is hard for us to write strong reasons and evidence.

Students will rejoin their previous groups (same groups from the last activity during the last class) and compose four more claims for their prompt on a separate sheet of paper. Allow groups to work where they are most comfortable.


After 15-20 minutes, transition students with an, “All eyes on me in 3; 3, 2, 1.” The class will come together and one group will volunteer to share their prompt and their claims. The group members will move to their chart paper. A member from the group will share their prompt and their claims to the class. The teacher will write the claims down for the class to see.

The group will take their seats and the class will evaluate the claims using the following guiding questions:

* Is the claim strong or weak? Why?

* What reason can we provide for this claim?

* What evidence can we provide for this claim?

The teacher will guide students and reinforce learning as students discuss the claims.

30sec

Brain Break/Transition: (How will students take a break from learning to re-set their brains and give them a moment to move with meaning?)“Wrist and Ankle” – Have studentsStudents will transition using “We are in our seats in 5, 4, 3, 2, 1.”

14 min


Students will begin working on the class essay. Hang a large sheet of chart paper (split in two; one side for yes and the other side for no. Have enough space for every student to respond). Students will be introduced to the topic: Should parents let their children make their own decisions? Give students a minute to think about their belief. Then in pairs, students should decide whether they believe parents should let their children make their own decisions by completing a web graphic organizer (it doesn’t matter if pairs agree; they need to know each side):

Topic: Should parents let their children make their own decisions?

In the middle of the web, students will choose a clear side by writing “yes” or “no.” They will then fill in the remaining circles with responses to why they believe yes or no. they don’t have to be specific here; they just need to get their ideas on paper. After about 10 minutes, tell students to begin writing one response from their web on the correct side of the chart paper. Give students three minutes to transfer their responses. The teacher should then read a few of the responses on each side of the chart paper and explain to students that they just successfully begun the prewriting stage of their class argumentative essay.


5 min

Closing Activities/Summary/DLIQ: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)

DLIQ: Right before the last five minutes of class, quickly transition students into their DLIQ by saying, “Now I would like for you to demonstrate your understanding of today’s activities by completing your DLIQ. I would like you to also ask me at least one well-developed question about anything you are still wondering that relates to today’s activities. And remember, you must write in complete sentences!”



Tell-Tale Heart Text Previous block prompts Chart paper for web

Verbals Task Cards

Comma Sort Activity

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