Secondary School
Teacher Name / 8th Grade ELA Teachers / Date(s): / September 8-12, 2014
Lesson Title / Raymond’s Run ~Identity/Relationships/Connections (Week 3) Literature Book
Curriculum Area / English Language Arts
Grade Level / 8th
School-based Initiatives / AVID______WICR__X______Schoolnet_____X____ ClassScape______
Curriculum Standard(s)
from Common Core & Essential Standards / 8.RI.1, 8.RI.2,8.RI.3,8.L.4,8.W.4,8.RL.2
Skills: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text, 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, analyze how a text makes connections among and distinctions between individuals, ideas, or events, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience, 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. Determine or clarify the meaning of unknown and multiple meaning words or phrases.
Do Now: Informational Text related to theme, Language mini-lesson
Technology Objective(s):
from Common Core & Essential Standards / 8.SI.1.3: Evaluate resources for point of view, bias, values, or intent of information.
Resources: Smartboards, Educational Websites, Nooks, Laptops
Essential Question(s):
What question should students be able to answer at the end of the lesson? / o How can we determine the central idea or theme of a text to construct its overall meaning?
o How can knowing about various personality traits improve relationships?
o How can stereotypes affect identity and personality?
Learning Target(s): The What-What students are to know or be able to do. Students need to be able to articulate the learning target themselves & to others. / Ø How does plot affect the understanding of the short story? (exposition, conflict, rising action, conflict, falling action, and resolution)
Ø I can determine the central idea or theme of a text to construct its overall meaning.
Ø I can cite textual evidence that most strongly supports what a text says explicitly.
Ø I can draw inferences from a text.
Ø I can provide an objective summary of the text.
Ø I can analyze how a text makes connections and distinctions…..
Ø I can analyze the interactions between individuals, events, and ideas in a text.
Ø I can produce clear and coherent writing.
Ø I can determine or clarify the meaning of multiple meaning words.
Higher Order Thinking (Revised Bloom’s & DOK) Connection/Extension / Teacher created RBT questions at the higher end. (Analyze, Evaluate and Create)
Lesson Summary: Describe the strategies and the activities you will use to teach new information to students. / Lesson Text: Raymond’s Run, Short Story
Strategies: annotating, chunking, RUNNERS, RICA strategies, writing, vocabulary, varied graphic organizers, unpacking m/c questions, citing textual evidence, text-based questions, CLVG, Cornell notes, flexible grouping
Academic/Content Vocabulary / Central idea, main idea, supporting details, theme, plot, inferences, objective summaries,
Differentiation: How will you differentiate instruction to meet the needs of all students? /
- Activating Strategy: (Squaring Off)-students will discuss what they know about Down Syndrome, what additional information is needed to enhance their understanding, and why they chose their selected corner. Select a recorder for the group and record student responses.
- Organizing Strategy: Story Map: While completing a close reading of the text, students will complete a story map.
- Comprehending Strategy: Give One Get One-students will give and receive ideas in large group. Complete handout.
- Summarizing Strategy: Final Countdown 3-2-1 strategy-students will engage in reflecting, summarizing, evaluating, and interpreting their learning.
- Flexible Grouping
- Differentiated Choice Boards
Closure: What type of formative assessment will be used to determine level of mastery by all students? / 10 question assessment on skill from School-net
Final Countdown (3-2-1)
Lesson Reflection: What went well?
What would you do differently? / Teacher will reflect upon what went well and what changes need to be made after assessing student mastery.
Resources and Materials
What resources and materials are needed to teach this lesson? / Prentice Hall Literature, Grade 8, chart paper, markers, copies of strategies, Internet
www.PHSschool.com
www.kidshealth.org.nz/down-syndrome-parents-story-video
www.abcnews.go.com/topics/lifestyle/health/downs-syndrome.htm?mediatype=video
www.kidshealth.org/parent/medical/genetic/down_syndrome.html
Re-teaching and Enrichment Activities
How would you extend students’ understanding of the lesson concepts through another activity or lesson? / Complete a research paper on Down Syndrome
Write a new ending to the story to show how Squeaky might react to losing
www.PHSschool.com
Vocabulary Frames, Word-splash, Vocabulary Cartoons, Vocabulary Anchors, Frayer Model, Graffiti Vocabulary, Making Meaning
Modifications
Are there any students for whom you need to make modifications? / Follow: IEPs
PEPs
504s
Adapted from North Carolina Teacher Academy
Squaring Off Strategy
Dirt Road / Paved Road / Highway / Yellow Brick Road(Rarely Ever) / (Sometimes) / (Often) / (I Have It!)
Story Map Strategy
CharactersMother Rosie
George Mary Louise
Father Hazel
Raymond Raphael
Squeaky Mr. Pearson
Cynthia / Setting
Home-Harlem
Broadway Street
Amsterdam Street
Goal/Problem/Conflict
- People tease Raymond because he’s mentally and physically different
- Squeaky and Gretchen will race
- Mr. Pearson wants Squeaky to purposely lose a race to give someone else a chance
Major Events
Raymond is always running with Squeaky
Squeaky crosses the finish line
Squeaky and Gretchen exchange smiles
Ending Resolution
Squeaky realizes winning isn’t everything
Theme
Winning Isn’t Everything
Give One-Get One
One thing I want to be sure to remember is..winning does not determine who I am as a person. / I believe…good things come to those who treat others with respect who are different. / I am surprised that… Squeaky was not aggressive when confronting Gretchen and her friends.A new discovery for me was…learning how fast people with Down Syndrome can run. / One question I have is…Why did Pearson ask Squeaky to let Gretchen win? / One word that describes this new knowledge is…because…pride because Squeaky learns a valuable lesson.
One thing I disliked was…the teasing and indifference towards Raymond / I would like to share this information with….because…my sister because she has a son with autism / I think the most important thing is…learning that our goals that we have set for ourselves are sometimes not what we really need
Final Countdown 3-2-1
(I Have It!)Squuu
2.Squeaky and Gretchen will race. Squeaky is determined to win. / 3.
Squeaky realizes winning isn’t everything. Squeaky and Gretchen exchange smiles. Squeaky crosses the finish line.