Accelerated Language Arts 8

Turn in Unit 1, Lesson 9 Packet The Outsiders --Continue watching the movie Homework: Review the Tips for Reading Shakespeare bookmark & the Play Map. Reread the parts of A Midsummer Night's Dream we've already read. Read a good book--let's start Q2 AR strong! You are not too old to trick or treat: go eat lots of candy.  Bring me all the stuff you don't like. Note: CJSF applications are due Friday, November 8.  This three-day weekend might be a good time to do your community service hours.

 Watch the video on the first slide of this Slides presentation. Unit 1, Lesson 9: 1.     Opening A.    Engaging the Reader: Sharing the Gist (3 minutes) B.    Reviewing Learning Targets (2 minutes) 2.     Work Time A.    Drama Circle: Act 1, Scene 1 (25 minutes) B.    Written Conversation: Understanding Shakespeare’s Language (10 minutes) 3.     Closing and Assessment A.    Tips for Reading Shakespeare (4 minutes) B.    Previewing Homework (1 minute) 4.     Homework Reread 1.1.21–129 and complete the structured notes. Read a good book. Note: CJSF applications are due November 8.

Unit 1, Lesson 8 Opening A. Engaging the Reader: Play Map (10 minutes) B. Reviewing Learning Targets (1 minute) • I can name the main characters, settings, and conflicts in A Midsummer Night’s Dream. • I can get the gist of Shakespeare’s writing in a scene from A Midsummer Night’s Dream. • I can cite evidence from A Midsummer Night’s Dream to support my ideas. Work Time A. Introduction to Drama Circle (33 minutes) Closing and Assessment A. Previewing Homework (1 minute) Homework A. Reread the Unit 1, Lesson 8 packet and look over the Play Map. B.  Write the gist of the scene we read in class today on the back of your Unit 1, Lesson 8 packet. C.  Read a good book Note: Rewatch of The Outsiders movie today at lunch.  CJSF applications are due November 8.  If you haven't yet completed your community service, arrange it now.  Report cards will be handed out today or tomorrow.

Works Cited Mini-Lesson Self- then Peer-Editing and Revisions --Is the evidence I have relevant? --Do my quote sandwiches clearly connect each piece of evidence to my topic sentence and claim? --Is there sufficient evidence          --for the universal refugee experience?          --to explain how H à  is an example of that experience? --Does my essay have a clear claim that relates directly to the prompt? --Does my essay start by explaining who Ha was before she was forced to flee?  Does my essay come back to that idea later on? --Do my paragraphs have topic and concluding sentences?  Do I transition smoothly between ideas? --What am I doing well?  What's my next step? Homework: Make any revisions you like this weekend. Final draft due Monday at the start of class.  Turn it in online and print a copy before 8:30 AM on Monday. If you want to buy your copy of A Midsummer Night's Dream , this is your weekend to do it.  We will start it on Monday.  There ar

1.      Opening A.     Unpacking Learning Targets (3 minutes) •       I can write an essay explaining the universal refugee experience of turning ‘inside out’ and ‘back again.’ •       I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.” •       I can cite the strongest evidence from the novel  Inside Out & Back Again  to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.” *  I can cite where I found my evidence. Take out the Model Essay -Conclusion analysis: What makes a strong conclusion? 2.      Work Time A.     Drafting the Essay (25 minutes) B.     Analyzing NYS Expository Writing Evaluation Rubric Row 3 and Self-Assessing Draft Essay (12 minutes) 3.      Closing and Assessment A.     Exit Ticket: Selecting a Refugee Experience for Further Research or consider other Genius Hour project ideas (5 minutes) 4.    

1.     Opening A.    Unpacking Learning Targets (3 minutes) •      I can write an essay explaining the universal refugee experience of turning ‘inside out’ and ‘back again.’ •      I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.” •      I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.” *  I can cite where I found my evidence. Take out the Model Essay -Conclusion analysis: What makes a strong conclusion? 2.     Work Time A.    Drafting the Essay (25 minutes) B.    Analyzing NYS Expository Writing Evaluation Rubric Row 3 and Self-Assessing Draft Essay (12 minutes) 3.     Closing and Assessment A.    Exit Ticket: Selecting a Refugee Experience for Further Research or consider other Genius Hour project ideas (5 minutes) 4.     Homework

1.     Opening A.    Sharing Homework and Unpacking Learning Targets (7 minutes) •      I can plan effective introductory and concluding paragraphs for my analytical essay. *  I can cite where I found my evidence. 2.     Work Time A.    Forming an Evidence-Based Claim: “Who Is Ha before She Has to Flee Her Home?” (10 minutes) B.    Planning the Introductory Paragraph (10 minutes) C.    Planning the Concluding Paragraph (10 minutes) 3.     Closing and Assessment A.    Peer Critique of Plans for Introductory and Concluding Paragraphs (8 minutes) 4.     Homework Complete, review, and revise your Planning Your Essay graphic organizer in preparation for writing your essay in the next lesson. Make sure your plans are at the stage that you can use them as a basis for your writing.

Period 1 Agenda:  Take out their binder reminders and set up their AR Log for Q2. (New page, label Q2, set a new goal--minimum of 35).  Ask them to write their goal on the clipboard you pass around. Discuss the essay they are currently planning as you take roll.  They should take out their organizer, even if it is incomplete and use it to talk about what they are noticing about Ha and the universal refugee experience. They should talk with a partner or someone near them. For each question below, give students time to talk with a partner, then cold call on a student or two using the Cards of Fate. Ask students to talk about their favorite part of the novel The Outsiders. How do they think that scene will be adapted for the “big screen”?   How do books and movies typically compare, in their experience? Ask students to notice similarities and differences between the book and the movie as they watch.  Stop the video regularly and have them discuss the choices the di

1.     Opening A.    Engaging the Reader: Poetry Read Aloud (6 minutes) B.    Unpacking Learning Targets (2 minutes) •      I can make a claim about how the lives of refugees turn “inside out” when they flee home, using the strongest evidence I have collected from both the novel and informational text. •      I can make a claim about how the lives of refugees turn “back again” as they find a new home, using the strongest evidence I have collected from both the novel and informational text. * I can cite where I found my evidence. 2.     Work Time A.    Introducing Citations (8 minutes) B.    Forming Evidence-Based Claims: Connecting the Idea of Fleeing and Finding Home with “Inside Out” (14 minutes) C.    Forming Evidence-Based Claims: Connecting the Idea of Fleeing and Finding Home with “Back Again” (10 minutes) 3.     Closing and Assessment A.    Preview Homework: Planning Your Essay Paragraphs 1 and 2—How to Plan (5 minutes) 4.     Homework--Due Tuesd

1.     Opening A.    Unpacking Learning Targets (2 minutes) •      I can use the strongest evidence from the novel and from the informational text to support my answers to questions. *  I can make connections between evidence of the universal refugee experience and the title of the novel Inside Out & Back Again .  2.     Work Time A.    Jigsaw Part 1: Pairs Reread Paragraph 4 of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (23 minutes) B.    Jigsaw Part 2: Group Discussion to Share Answers and Revisit Our Prediction (15 minutes) 3.     Closing and Assessment A.    Adding to the Inside Out and Back Again Anchor Charts (5 minutes) 4.     Homework All of this is due Friday: Reread pages 18–49 and continue to collect the strongest evidence you can find to answer this question: “Who was Ha before she was forced to flee her home?” Finish today's classwork. Think about this essay prompt:

I can find the gist of Paragraph 4 of “Refugee and Immigrant Children: A Comparison.” I can analyze how specific words, phrases, and sentences help me understand what refugee and immigrant children need for successful adaptation. I can read a text closely in order to answer text-dependent questions. 1.     Opening A.    Sharing Evidence from Homework (5 minutes) B.    Unpacking Learning Targets (2 minutes) 2.     Work Time A.    Reading Aloud and Rereading for Gist: Paragraph 4 of “Refugee and Immigrant Children: A Comparison” (8 minutes) B.    Rereading and Text-Dependent Questions (15 minutes) C.    Introducing Row 2 of NYS Grade 6–8 Expository Writing Evaluation Rubric (10 minutes) 3.     Closing and Assessment A.    Analyzing the Model Essay Using the Rubric (5 minutes) 4.     Homework We discussed what mourning means in this lesson. Complete the homework question in your Unit 2, Lesson 13 Packet. Take the AR quiz on Inside Out & Back Aga

1.     Opening A.    Unpacking Learning Targets (2 minutes) 2.     Work Time A.    Jigsaw Part 1: Reread Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (23 minutes) B.    Jigsaw Part 2: Group Discussion to Share Answers and Discuss a Synthesis Question (15 minutes) 3.     Closing and Assessment A.    Adding to the Inside Out and Back Again Anchor Charts (5 minutes) 4.     Homework Reread pages 1–17 and collect the strongest evidence you can find to answer this question: “Who was Ha before she was forced to flee her home?” Complete Unit 2, Lesson 12 Packet. Add to your Inside Out & Back Again Anchor chart (in the Unit 2, Lesson 8 packet) based on the work we did in class today--select the strongest evidence for the novel and the informational article.

1.     Opening A.    Engaging the Reader: Pages 248–260 of Inside Out & Back Again (5 minutes) B.    Unpacking Learning Targets (2 minutes) 2.     Work Time A.    Reading Aloud and Rereading for Gist: Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” (8 minutes) B.    Rereading and Text-Dependent Questions (15 minutes) C.    Introducing NYS Grade 6–8 Expository Writing Evaluation Rubric, Row 1 (10 minutes) 3.     Closing and Assessment A.    Analyzing the Model Essay Using the Rubric (5 minutes) 4.     Homework Complete Unit 2, Lesson 11 Packet.  Read all of it.  Finish any questions you didn't finish in class. Read a good book.  Points are due today. Test today or Monday on Inside Out & Back Again .  Print the TOPS report.  Have it to turn in on Wednesday.

1.     Opening A.    Engaging the Reader: Pages 237–247 of Inside Out & Back Again (5 minutes) B.    Unpacking Learning Targets (2 minutes) 2.     Work Time A.    Jigsaw Part 1: Pairs Reread First Paragraph of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (20 minutes) B.    Jigsaw Part 2: Group Discussion to Determine Whether the Issues Are “Inside Out” or “Back Again” (13 minutes) 3.     Closing and Assessment A.    Adding to the Inside Out and Back Again Anchor Charts (5 minutes) 4.     Homework Complete a first read of pages 248–260. Take notes (in your journals) using the Structured Notes graphic organizer.  Complete at least 3 entries. Read a good book.  Points due Friday.

1.     Opening A.    Engaging the Reader: “Give One, Get One” about Pages 213–234 of Inside Out & Back Again (5 minutes) B.    Unpacking Learning Targets (2 minutes) Learning Intentions: I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1) I can determine a theme or the central ideas of an informational text. (RI.8.2) I can analyze the structure of a specific paragraph in a text (including the role of particular sentences in developing and refining a key concept). (RI.8.5) I can read above-grade informational texts with scaffolding and support. (RI.8.10) Success Criteria: Ongoing Assessment •      I can find the gist of the first paragraph of “Refugee and Immigrant Children: A Comparison.” •      I can analyze how specific words, phrases, and sentences help me understand how refugee and immigrant children are similar. •      I can cite evidence to explai

Learning Intentions: I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8.1) I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8) I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. (SL.8.1) Success Criteria: Ongoing Assessment •      I can make connections between the universal refugee experiences of fleeing/finding home and the title of the novel Inside Out & Back Again . •      I can find the gist of a model essay. •      I can choose the strongest evidence to support my answers to questions about a model essay. •      I can evaluate the quality of evidence used to support the claims made in the model essay “How Ha’s Mother Is Turned

Correct classwork/mid-unit check-in Homework: Read a good book this weekend.  Points are due Friday.

1.      Opening A.     Review Learning Targets (2 minutes) Learning Intentions: I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1) I can objectively summarize informational text. (RI.8.2) I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3) I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4) I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4) I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9) Success Criteria: Ongoing Assessment •       I can identify the strongest evidence in the speech by Til Gurung that helps me explain why refugees leave their home. •       I can identify the strongest evidence in the speech by Til Gurung that helps me explain challenges refugees face in their new country.

1.     Opening A.    Review Learning Targets (2 minutes) Learning Intentions: I can cite text-based evidence that provides the strongest support for an analysis of literary text. (RI.8.1) I can objectively summarize informational text. (RI.8.2) I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3) I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4) I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4) I can use evidence from informational texts to support analysis, reflection, and research. (W.8.9) Success Criteria: Ongoing Assessment •      I can identify the strongest evidence in the speech by Til Gurung that helps me explain why refugees leave their home. •      I can identify the strongest evidence in the speech by Til Gurung that helps me explain challeng

1.     Opening A.    Engaging the Reader: Think-Pair-Share “Inside Out” (5 minutes) B.    Review Learning Targets (2 minutes) Learning Intentions/What we're learning: I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1) I can determine a theme or the central idea of an informational text. (RI.8.2) I can analyze the connections and distinctions between individuals, ideas, or events in a text. (RI.8.3) I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4) Success Criteria: Tools We Will Use: •      I can identify the strongest evidence in the text “Children of War” that helps me explain what challenges refugees face when fleeing home. •      I can identify the strongest evidence in the text “Children of War” that helps me explain challenges refugees face finding home. •      I can identify common themes that con