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This agenda includes objectives and activities focused on writing, reading, and vocabulary building in the English language arts class. Students will engage in collaborative discussions, analyze texts, and develop their writing skills.
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Objective: Library -W.5.8.7: Write with and without prompts for a sustained period of time - IR.12.8.3: Use print and electronic resources independently to locate information - R.10.8.1: Read for a substantial amount of time daily, including assigned and self-selected materials at independent and instructional levels
Objective: The Tell-Tale Heart Project -W.5.8.7: Write with and without prompts for a sustained period of time -OV.3.8.3: Design presentations that incorporate media visuals -W.5.8.4: Write poems using a variety of techniques/devices, with emphasis on free verse
Objective: Preview vocabulary for our next story, determine meanings from context clues, group work Standards: • CCSS.ELA-Literacy.L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. • CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Objectives: • I can engage in pre-reading and vocabulary building.
Standards: • CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Objectives: • I can listen to “The Tell-Tale Heart,” discuss it with my peers, and make inferences based on evidence. Materials: • “The Tell-Tale Heart” – Copy for each student • Audio recording (optional) Choice 1, Choice 2 • Small group discussion questions
Standards: • CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • CCSS.ELA(Literacy.RL.8.4 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. Objectives: • I can analyze how word choice impacts mood and tone in “The Tell-Tale Heart.” Materials: • Wordle to project • Mood and Tone Cheat Sheet (optional) • Mood and Tone Sheet (doublesided) • Mood and Tone Exit Ticket
Standards: • CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • CCSS.ELA-Literacy.RL.8.4 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. Objectives: • I can analyze how word choice impacts mood and tone in “The Tell-Tale Heart.” Materials: • Mood & Tone Sort • Written Analysis Option #1 Graphic Organizer • Written Analysis Option #1 • Written Analysis Option #2 Graphic Organizer • Written Analysis Option #2 • Written Analysis Rubric
Standards: • CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. • CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Objectives: • I can evaluate the narrator’s guilt in “The Tell-Tale Heart” by collecting evidence from the story. Materials: • Definition of Insanity (below) • Butcher paper • Insanity Plea sheet – copy for each student
Standards: • CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence • CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.W.8.5 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. Objectives: • I can collect and explain evidence that supports my thesis. • I can outline my essay. Materials: • “Says, Means, Matters” Graphic Organizer • Outline sheet
??day, November ??, 2015 • Hand out “Says, Means, Matters” graphic organizer. • This graphic organizer was designed to help students collect evidence and explain it thoroughly. • Using the sample, I will model finding evidence to support your thesis (says), explaining it (means), and commentating on it (matters).
??day, November ??, 2015 • OUTLINING • Once YOU have finished your graphic organizer, pick up the outline packet. • It is scaffolded so that you can write a full 5-paragraph essay with ease. • Simply copy what you wrote in your “Says, Means, Mattters” graphic organizer onto the outline.
??day, November ??, 2015 • Work on the following – as needed • leads/hooks • introductory paragraphs • transition words • and/or conclusions
Standards: • CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence • CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.W.8.5 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. Objectives: • I can draft and peer-revise my argumentative essay. Materials: • Rough Draft sheet • Peer-Revision sheet
??day, November ??, 2015 • Students will independently write their rough drafts using their outline on the provided sheets. • At this time, you may choose to work in small groups to work in-depth on your writing skills. • Hand out the peer-revision sheetsand find a partner to work with my partner picking game (card match) • You will peer-revise by completing the sheet, making changes on the draft if applicable, and discussing with your partner. • First you will revise for 20 minutes • Then you will discuss for 10 minutes • Wrap Up: Now you will have quiet writing time to implement revision suggestions in your rough drafts.
Standards: • CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence • CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.W.8.5 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. Objectives: • I can peer-edit my draft and write my final copy. • I can show my ability to infer through a final test. Materials: • Student rough drafts, • Peer-Editing Sheet • Final Draft Sheet
??day, November ??, 2015 • Begin class by signing up for editing partners. • Pick up the peer edit sheet, and get up and mingle. • To sign up, partners should sign each other’s sheets in the same location, then everyone should sit back down. • We might have to “auction off” people who still need partners at the end.
??day, November ??, 2015 • This peer-editing activity gets you up and moving and working with four different partners. • You will have 3-4 minutes with each partner. • Each partner has one purpose as they read: • Capitalization Partners correct capitalization only, • Usage Partners correct grammar and usage errors only, • Punctuation Partners correct punctuation errors only, • Spelling Partners correct spelling errors only. • Avoid correcting errors that do not pertain to their job. • You should be skimming, rather than reading, due to limited time.
??day, November ??, 2015 • Now you are to write your final draft of your essay and make changes as you type it up to submit on Google classroom. • Be sure to review the grading rubric BEFORE you submit. • Once the essay has been submitted, you will begin studying for the final test on the story that will test your ability to make inferences and cite evidence to support your inferences.
