Limited Time Offer: Get 2 Months of ABCmouse.com for only $5!

Weekly Lesson Plans

 

8th grade teachers will be involved in a three day mock writing scoring

Daily instruction will vary for December 5-7, 2011:

  • Each teacher will leave lesson plans to direct their noted substitute for the aforementioned days.
  • The lesson plans will provide instruction according to the following standards.

 

ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading

ELA 8W2

The student demonstrates competence in a variety of genres. The student produces writing (multi-paragraph- expository compositions: such as descriptive, explanation, comparison/contrast, or problem and solution) that:

 

Parents,

Please make sure your student is studying, previous notes and task daily, as we prepare for the final exam. Final exams will take place Thursday, December 15, 2011 and Friday, December 16, 2011.

Thursday                  Discuss student mock assessment writing results               December 8th, 2011 

ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading

ELA 8W2

The student demonstrates competence in a variety of genres. The student produces writing (multi-paragraph- expository compositions: such as descriptive, explanation, comparison/contrast, or problem and solution) that:

Essential Question:

  • How can details and elaboration increase writing participation?
  • What data can be received through a mock assessment?
  • How can its data improve your Jan. 18th writing plan?

Opening Period:  Continue walking students through the writing process

  • Assessment review: What are five writing essentials needed to score a passing grade of 3+ on your writing assessment?
  • Use the mock assessment to address the above-noted question

 

Work period:  Review-

  • Return mock assessments.
  • Allow time for students to digest information, conduct a small group share, and whole group share of noticing’s.
  • Allow students the opportunity to revise and edit their final drafts.

 

Closing period:

  • Prepare students for the transitioning: From Expository to Persuasive writing

 

Homework:          Study ELA notes for the final exam

Friday  and Monday                                Two-day task                  December 9 and December 12, 2011 

Introduce the Persuasive Writing Unit

ELA8R1 Reading Standard:

The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

A. analyzes and evaluates common textual features

 

ELA8W2 Student produces a multi-paragraph persuasive essay

  • C. Recognizes and traces the development of an author’s argument, point of view, or perspective.

 

Enduring Understanding:

  • Authors utilize a variety of sources to obtain supporting evidence: Facts Reasons Incidents Examples Strong verbs

Essential Question:

  • How do good writers discover effective ways to engage the reader when presenting persuasive arguments?  

 

Opening:

Learn the common ways authors structure their ideas. Writers usually choose a structure based on the topic and purpose of the writing. Acknowledge your audiences (the people who will read the text) also play a role.

  • Complete reading of the text
  • Introduce household items to discuss persuasive writing techniques using

Statistics Comparisons Observations Predictions Expert Testimony (S.C.O.P.E.) acronym

Students will have an opportunity to experience a variety of techniques.

  • Review the writing rubric expectations with students.

 

Work Period:

  • Review persuasive writing strategies
  • Have students apply the technique to everyday household items (e.g. soap, detergent, food)
  • Create a SCOPE analysis on their item
  • Use the Holt online DVD to further guide the persuasive conversation (Absolutely worth it!)

 

Closing: Note-activities may differ slightly within each classroom

  • Allow students  to create their own advertisements (student choice) think about an item (e.g. soap, detergent, food)
  • Create a SCOPE analysis on their item
  • Introduce persuasive terms and techniques used in everyday situations that cause a bandwagon effect…then transition into requirements for a successful persuasive essay

 

 In a small group  students will

Prepare for final discussion:

  • What was common in item presentation? (small group share)
  • Discuss the importance to taking a stand and sticking to why the customer (reader) should use your item. This will transition into why the reader should agree or disagree with you.
  • This will be a good time to provide examples of validating arguments, while strongly supporting your point
  • Whole group share

Homework: Study notes form ELA notebook or journal

Tuesday and Wednesday                                                                      December 13th and 14th, 2011

                    Continue with the persuasive unit and  review final exam expectations      

ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading

ELA 8W2

The student demonstrates competence in a variety of genres. The student produces writing (multi-paragraph- expository compositions: such as descriptive, explanation, comparison/contrast, or problem and solution) that…

Essential Question:

 

 

Opening: Pre-pare students to write a persuasive introductory paragraph

  • Think about a problem that affects large numbers of people. (Pre-writing)
  • Students will brainstorm as many problems pertaining to the Opening.
  • Tuesday and Wednesday will vary based upon the study guide

Work Period:

  • Continue persuasive writing- The teacher will put them in groups of four to complete the opening activity. Small group to whole group discussion
  • and final exam reviews.

Closing:   

  • Students will wrap-up the testing process and prepare for their final exams

Homework: Review your notes in your spiral notebook as we prepare for the  ELA final exam due to take place the week of December 12-16th

Thursday and Friday                                      Final Exams                                  December 15-16th, 2011 

ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading

ELA 8W2

The student demonstrates competence in a variety of genres. The student produces writing (multi-paragraph- expository compositions: such as descriptive, explanation, comparison/contrast, or problem and solution) that:

Opening:

  • Continue the data talks with students as we prepare to end the first semester
  • Provide student grade sheets (where applicable)

Work Period:

  • Thursday-Complete the final exam part one.
  • Friday-Complete the final exam part two

Closing:

  • Students will receive a persuasive prompt over the two week break.
  • Criteria:  Prompt must be submitted online before January 4th with a score of three or four. The student may attempt the prompt as many times as allotted, using the notes from previous persuasive sessions.
  • Student must submit a copy of the final draft no later than Friday, January 6, 2012

Thank you,

 

Get 2 Months for $5!