Unit:Module 1 – Week 3

8/23-8/28 / Monday / Tuesday / Wednesday / Thursday / Friday
CCSS: / RL.8.5
W.8.2
L.8.5 / RL.8.1
W.8.4
W.8.9 / W.8.4
L.8.2 / RL.8.3
W.8.4
W.8.9 / L.8.5
W.8.4
Learning Targets
Student will be able to: / 1. Perform a close reading of the LGW and A in W prologues
2. Determine a target audience for each story
3. Write a cohesive paragraph explaining how they determined the target audiences / 1. Classify given conflicts as one of the six types
2. Locate and classify conflict in LGW as one of the six types / 1. Properly punctuate a quotation
2. Tag, introduce, and embed quotations
3. Use MLA format for parenthetical citation / 1. Identify examples of direct and indirect characterization using the Speech, Thoughts, Effect on others, Actions, and Looks method.
2. Use eight-step paragraph format to write a cohesive paragraph about Alyss’s character. / 1. List at least fifty examples of prepositions.
Materials: / -INB
-Pencils
-A copy of LGW prologue and A in W prologue
-ABC comparison chart
-Class set of pre-assessment / -Freytag’s Pyramid/Conflict PowerPoint
-INBs
-Pencils
-The Looking Glass Wars / -Chart paper w/ quotations
-Markers
-INBs
-Pencils / -INBs
-Pencils
-Characterization Youtube video
-Sticky notes
-The Looking Glass Wars / -INBs
-Pencils
Terms to Know: /
  • Close reading
  • Annotation
  • Prologue
  • Diction
/
  • Conflict
  • Person vs person
  • Person vs self
  • Person vs society
  • Person vs nature
  • Person vs technology
  • Person vs supernatural
  • Freytag’s pyramid
  • Exposition
  • Rising action
  • Climax
  • Falling action
  • Resolution/
  • denouement
/
  • Tag
  • Introduce
  • Embed
  • Quotation marks
  • MLA citation (pre-AP)
/
  • Direct characterization
  • Indirect characterization
  • Assertion
  • Evidence
  • Explanation
/
  • preposition
  • object of preposition

Steps: / 1. Bell-Ringer: Quick-Write – Do you think Frank Beddor is in the wrong to recreate the Alice in Wonderland Story? What about the way he portrays Lewis Carroll in the prologue? Explain your answer.
2. Students will review the prologue from The Looking Glass Wars that we read Friday.
3. In pairs, students will complete an ABC relationship graphic organizer. They will use two colored pens (one for each text) to identify similarities and differences between the two texts.
4. As a whole class, we will discuss their findings.
5. Paragraph Writing Pre-Assessment - Each student will submit a written paragraph responding to the following prompt:
Alice in Wonderland and The Looking Glass Wars clearly have two very different target audiences.After reading the prologue to Alice in Wonderland by Lewis Carroll and The Looking Glass Wars by Frank Beddor, determine the intended audience for each novel and use textual evidence to explain your decisions.
*Pass out the reading time line for The Looking Glass Wars. Have students write the deadlines in their planners immediately.
**With any time left, allow students to work in groups on their preposition jingles.
DIFFERENTIATION/TIER 2:
I will assist students, if necessary, in creating their graphic organizer, or I will provide them with a ready-made. / Pep Rally Schedule
*Part 1 Vocabulary DUE*
1. Bell-Ringer: Make a list of the types of recent conflicts or troubles you have seen in your life at school and outside of school. Keep your responses school appropriate. (Mrs. Roy’s Example: Ants in our pantry, money stolen from vehicle during an inspection, wanting to do the Color Run on Fort Rucker but too afraid)
2. Students will view the Freytag’s Pyramid/six types of conflict PowerPoint and take brief notes below their bell-ringer.
3. After taking notes, students will classify their conflicts as one of the six types.
4. Students will share their responses and classifications.
5. The class will prepare their INB for the character tracking chart and LGW Part 1 Dialectical Journal.
6. As a class we will read chapter one and complete 2-3 journal entries. We will also complete the exposition section of the pyramid.
7. Students will spend the remainder of class reading and completing their dialectical journal. / 1. Bell-Ringer: Quick-Write – What is one of your favorite quotations or a quotation you live by?
2. Students will share quotes and we will discuss what actions are necessary when we are borrowing someone else’s words.
3. I will demonstrate how to properly punctuate a quotation and incorporate it into a sentence using the I of TIE (Introducing).
4. Below their bell-ringers, students will take brief notes from the TIE quotations PowerPoint.
5. After the PowerPoint, students will return to their bell-ringer quote and write sentences using each of the three TIE methods.
6. Students will then rotate around the room and view several quotations on chart paper. Students will practice tagging, introducing, and embedding quotes on the chart paper.
7. With any time remaining, students will work on their dialectical journals and TIEing quotations correctly. They may also practice for their preposition jingle prepositions on Friday. / Volleyball Game Schedule
1. Bell-Ringer: On your sticky note, respond to the following quotation with your own thoughts. You must use the quotation, author information, and your own words in your response: “In three words I can sum up everything I’ve learned about life: It goes on.” – Robert Frost
2. Once students complete the bell-ringer, they will place their sticky note underneath the correct categories – Tag, Introduce, or Embed – at the front of the room.
3.Review the concepts of direct and indirect characterization. View the youtube video for explanation:
4. Introduce the STEAL method of characterization. Pass out the example for the characterization of Alyss Liddell.
5. Students will complete a STEAL chart forAlyss in chpt. 10-18.
6. Students will then learn how to frame an assertion and develop a paragraph using textual evidence using the I do, we do, you do method.
7. Students will have 10-15 minutes at the end of class to prepare for their preposition jingle presentations tomorrow. / College Colors Day
1. Bell-Ringer: Fun Write Friday! Students will respond to the photo prompt on the board.
2. Groups will present their preposition jingles to the class.
3. With time remaining, students will continue to work on their paragraphs from yesterday.
*Remind class that there is a vocabulary quiz on Monday, August 31.
Notes:

Tanya RoyELA 8, Pre-AP ELA 8

Coppinville Junior High School