Halifax County Schools: District Lesson Plan

NC Teaching Standard #1: Use data to organize, plan, and set goals to meet the needs of all students NC Teaching Standard #2: Teacher encourages an environment that is inviting, respectful, supportive, inclusive, and flexible. Teacher recognizes the influences on a child’s development, personality & performance.

NC Teaching Standard #3: Teacher investigates the content standards. Teacher develops and applies strategies to make the curriculum rigorous & relevant for all students; relates content to other disciplines.

Teacher / Hine / Grade / 8 / School / William R Davie STEM Academy
Subject / ELA / Time Slot / 8:30-9:55; 10:00-11:30; 11:35-1:20 / Date / 9/11/17- 9-/15/17
Standard / Copy and paste a base standard below. Unpack skills & concepts students need to know and be able to do. You may also list the “I can” statement directly under the stated standard.
RI.8.2 - 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.
●  I can find more than one central idea of a text and explain how the ideas developed throughout the text.
●  I can give an unbiased summary of a piece of informational text.
●  I can explain how supporting ideas develop and relate to the central idea of a text.
Performance (P) / Copy and paste Performance (P) standards below. Performance standards are supporting standards that students will perform daily as they practice a base standard. Performance (P) standards are to be posted as anchor charts.
RI.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.
●  I can give examples of key pieces in a text that support my thoughts and inferences about a piece of informational text.
Academic Concepts (nouns/noun phrases)
(What students Must Know) / Academic Skills (reasoning verbs)
(What Students Must be able to Do) / Context (In what textual framework or structure?)
RI8.2:
theme or central idea
theme/central idea development
inferences
objective summary
theme /character relationships
theme/setting
theme/plot
RI8.1
explicit textual evidence
evidence
inferences
inference using several pieces
varying degrees of support (evidence) / RI8.2:
Determine theme or central idea
Analyze theme/central idea development
Make inferences
Formulate an objective summary of the text
Understand theme /character relationships
Understand theme/setting
Understand theme/plot
RI8.1
Analyze the text
Identify explicit textual evidence
Cite evidence
Draw inferences
Support inference using several pieces from the text
Provide varying degrees of support (evidence) / From an article
From a newspaper
From a magazine
From an informational text
Academic Vocabulary (Tier 1, Tier 2, Tier 3) / Essential Teaching Points (List full sequence of daily lesson Chunks; Daily instructional chunks will need to posted.) (Use Tulare County Bookmark & wiki-teacher.com to assist with the unpacking and listing of teaching points.)
Tier 1 / Tier 2 / Tier 3
Cite
Analyze
Textual evidence
Determine
Theme
Central Idea
Summarize / Explicit
Inference
Conclude
Objective
Cite Evidence
Conclude
Focus
Quote
Prediction / Abhor
Assumption
Ban
Despicable
Reverberate
Surmise
Academic Vocabulary
Content Vocabulary / DO NOW: Mistakes Monday (10)
Vocabulary check in (10)
Whole group:
Intro to citing textual evidence notes (30)
Small Group:
Your turn! (20)
Students will cite several pieces of textual evidence to support analysis of what the text says explicitly. Using a short passage about marine life, students will practice the citing textual evidence strategy learned in class.
Whole Group:
Go over Your turn practice (10)
Exit ticket: temperature check on post to have students ask questions about still citing textual evidence and place them in parking lot for teacher to review. (10)
DO NOW: Tuesday: Tuesday Terms (10)
Vocabulary check in (10)
Whole group:
Intro to citing textual evidence notes with inferences (30)
Small Group:
“The Forever War of the Mind” (The New York Times) (20)
Students will cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Using an article from the New York Times, students will practice the citing textual evidence strategy learned in class.
Whole Group:
Go over “The Forever War of the Mind” (10)
Exit ticket: Students will turn in note flipbook to ensure they understand the citing textual evidence concept taught in class. (10)
DO NOW: Wednesday: Wednesday Wise words (10)
Vocabulary check in (10)
Whole group:
Review strategy learned the day before using the notes flipbook (10)
Small Group:
“Video-game addiction a real problem, study finds” (30)
Students will cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Using an article from the Washington Post, students will practice the citing textual evidence strategy learned in class.
Whole Group:
Go over “Video-game addiction a real problem, study finds” (20)
Exit ticket: Quick Quiz on RI8.1 and RI8.2 on the Washington Post Article, “Video-game addiction a real problem, study finds” (10)
DO NOW: Thursday: Thursday Thoughts (10)
Whole Group:
What does this look like on the EOG? (10)
Teacher will provide examples to how questions on citing textual evidence and inferencing presents itself on the EOG and review best practices for students.
Centers expectations (10)
Teacher will review center expectations and go over what should be accomplished today and tomorrow in centers.
Small Group:
Centers (40)
Group 1: Search and Rescue (20 min)
Goal: Students will look over the questions from a past EOG in order to become familiar with how questions are asked on the EOG.
Group 2: Teacher Led CLOSE Read(20 min)
Goal: Students will read and annotate a passage with Ms. Hine in order to practice close reading strategies to be used on the EOG.
Group 3: Vocabulary Review (20 min)
Goal: With your group, play the vocabulary game KABOOM! (Further directions are at your center.)
Group 4: Technology Center (20 Min)
Goal: Students will take a benchmark assessment on Front Row to get a sense of their current reading level.
Vocabulary review game (10)
Vocabulary practice to prepare for quiz on Friday
Exit ticket: Centers accountability sheet (Halfway completed) (10)
DO NOW: Friday: Friday Figurative Language (10)
Vocabulary check in (5)
Whole Group:
Centers expectations (5)
Teacher will review center expectations and go over what should be accomplished today and tomorrow in centers.
Small Group:
Centers (40)
Group 1: Search and Rescue (20 min)
Goal: Students will look over the questions from a past EOG in order to become familiar with how questions are asked on the EOG.
Group 2: Teacher Led CLOSE Read(20 min)
Goal: Students will read and annotate a passage with Ms. Hine in order to practice close reading strategies to be used on the EOG.
Group 3: Vocabulary Review (20 min)
Goal: With your group, play the vocabulary game KABOOM! (Further directions are at your center.)
Group 4: Technology Center (20 Min)
Goal: Students will take a benchmark assessment on Front Row to get a sense of their current reading level.
Vocab Quiz (20)
Class dojo (10)
A weekly activity to build class culture
Anchor Charts for: (What concepts/skills or algorithms)
Instructional Materials (whole group) / “The Forever War of the Mind” (The New York Times), Washington Post Article, “Video-game addiction a real problem, study finds”, Construction paper, markers, google slides,
Student Engagement
(Differentiated Instruction/tasks; Use of supplemental technology; small group materials) / Below Level (Data-driven) / At-Level (Data-driven) / Above Level (Data-driven)
Level appropriate article
picture match to word for feature game
Structured Graphic organizer for cornell notes / Level appropriate article
Structured Graphic organizer for cornell notes / Level appropriate article
Cornell Notes
Exceptional Children (EC) (IEP/Accommodations) / electronic pen and tablet, leveled group support, leveled article and game support, modified assignment, preferred seating, Small Group
Other (Essential Questions; Theme; Content Integration / EQ:
How does understanding informational text feature and structure help me better understand what I am reading?
Questions Stems
What is the theme or central idea?
Cite evidence from the text to support your determination of the theme/central idea.
An example of how the theme develops/recurs in the text is______.
How can you objectively summarize the text?
How does the development of character, setting, and/ or plot contribute to the central theme or idea?
What textual evidence did you identify to support your analysis of the text? Cite several examples.
What inferences can you draw from your analysis of the text?
Show me in the text what makes you think that.
What evidence (textual or informational) most strongly supports your analysis?
Assessment Blueprint
“Building Capacity Feedback“
(Facilitated by (√): Principal _____ Coach ______Peer ______Other ______) Date of Review: ______
Guiding Question: Are the selected elements of NC Prof. Teaching Standards listed above as #1, #2 & #3 obviously stated in this lesson plan design? Place a check mark beside observed evidence in the lesson plan and fill in the following blanks accordingly: Yes, fully evidenced ___; Vaguely evidenced #___; Inadequate evidence # ____; Teaching Points are logically sequenced for instruction: Adequate ___ Inadequate ___
(Comments may be written on back of lesson plan.)