Lesson Plans for Amy Brewer: September 17-21, 2012
**Reflections from last week can be found at the end of this lesson plan….
LA.8.2.1.2: The student will locate and analyze elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction
LA.8.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text
LA.8.1.6.1: The student will use new vocabulary that is introduced and taught directly;
Monday:
· FAIR Testing all day
Tuesday:
· Students will take Vocabulary quiz (elements of fiction, subordinating conjunctions, clauses, terms from “The 11:59” story).
· Present and turn in short story creative writing assignment (test grade group activity)
· Debate sides of “The Pullman Strike of 1894”
Wednesday:
· Students will preview and discuss meanings of vocabulary words for “Raymond’s Run”…add to language arts binders for next vocabulary quiz
· We will discuss Internal/External conflict in fictional stories
· Listen to audio of “Raymond’s Run”…pause throughout to discuss dialect of protagonist, and complete the “making predictions” worksheet based on text…after the story we will have a discussion on student-predictions and actual outcome
· Complete vocabulary worksheet on “Raymond’s Run”… students will finish for homework if necessary
Thursday:
· Team Teaching in library with Ms. Homer
· Lesson on Literary Analysis: Elements of Plot
· Will diagram the following using “Raymond’s Run”: exposition, rising action, climax, falling action, resolution
Friday:
· Students will complete “Raymond’s Run” worksheet (15-20 minutes)
· Read “Mrs. Flowers” from Literature books
· Students will complete AWBS summary assignment
REFLECTIONS:
What worked?
Prior to teaching students AWBS, I thought it was important to review some grammar that coincides with this writing strategy. I wanted to help students understand that AWBS was really nothing more than using subordinating conjunctions to help write complex sentences. However, before teaching about subordinating conjunctions and complex sentences, I had to review independent and subordinate clauses. Luckily there were a couple of excellent Brain Pop videos that I paired with guided and independent practice activities that really helped students comprehend the grammar/writing concepts. To culminate the lessons for the week, students worked in groups on Thursday and Friday; and, wrote creative short stories using AWBS, conjunctions, and clauses throughout their text.
What didn’t work?
I had only planned on one class period for the creative writing lesson; however I didn’t take into account that students would spend so much time brainstorming and revising their stories. It was for a test grade, so students really wanted to take enough time to ensure that they met all of the requirements on the rubric; and therefore, it took about 2 class periods to finish. Next time, if I do this activity in the future, I will plan on using 2 class periods, b/c I am now behind one day on my lessons from last week. Also, we have FAIR testing on Monday, so I will likely end up being 2 days behind.