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Let the Circle Be Unbroken Unit Plan
Teachers: Robinson, Wilkins, Mulkey, Williams, Mangrum, Hamby, Stinson, Gallaway
Grade: 8th Time Frame: October 5October 30, 2015
OVERALL FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
Background: Let the Circle be Unbroken is a realistic, historical fiction novel set during the Great Depression in a small town in southern Mississippi. It is the sequel to Roll of Thunder, Hear My Cry that you read as 7th graders at the end of last year. The story picks up where the first book left off—TJ is in jail awaiting trial. Times are hard due to the Great Depression. Cotton farmers have been hit unusually hard by the bad economic times, and sharecroppers and tenant farmers have almost nothing to call their own because they are so indebted to the wealthier plantation owners. You will read select passages from an informational text, Up Before Daybreak, to learn more about the vital role cotton has played in our nation’s history, its economic impact on generations of Americans’ lives, and the history of how cotton became known as “King” among crops produced in America. The Logans are a Black family who actually owns their own property, but they are being challenged constantly by the White plantation owners. This is also a time before the Civil Rights Movement so Blacks and Whites do not mix, and Blacks are denied many of their Constitutional rights. You will also study several primary source documents including the 13th Amendment to the U. S. Constitution, the Emancipation Proclamation, and an excerpt from The Power of Nonviolence, to enrich your background knowledge of the history of equal rights in America. There will be some time allotted for you to extend your knowledge through additional research on this time period. Mildred Taylor, the author, wrote these books based on her own family’s experiences during this turbulent time in history. In 7th grade, you discussed characterization and theme as it related to Roll of Thunder, Hear My Cry. Your task as 8th graders will build upon and expand your knowledge of her characters, settings, plots, and themes. As you are reading the book, you will be expected to keep notes on the characters using the provided graphic organizers, contribute to the class anchor charts, participate in class and small group discussions, and complete written responses in your Reading Response Journal. You will also read several supporting texts in your LA class, and you will be expected to keep notes on those sources and use them to support your final task as well. OVERALL TASK: You will be writing an explanatory response to literature for your final Performance Task. You need to CHOOSE ONE task from the TWO tasks below:
Task: You will be writing a response to literature in the form of an explanatory essay for your final Performance Task. You may choose either topic for your essay.
1. Think about the setting for Let the Circle Be Unbroken. You have discussed in class how setting impacts a character’s thoughts and actions. You have also discussed the all that “setting” includes more than just the “time and place.” Choose 2 characters from the book and explain how the setting shaped each one’s thoughts and actions in the story. You must cite evidence from the text to support your explanation.
2. Think about all the different themes that are found in Let the Circle Be Unbroken, and decide which one you believe is the strongest theme. Tell what Mildred Taylor’s purpose is for writing about this theme, and thoroughly explain how the author develops this 1 theme through the plot, setting, and characters. You must cite evidence from the text to support your explanation.
ANCHOR STANDARDS: Primary Reading Standards: (Literary Texts) 8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 8RL2: 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.
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8RL6: Analyze how differences in points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
Primary Writing Standard – Informative/Expository/Explanatory
8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [Expository/Informative]
a. Introduces a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, wellchosen facts, definitions concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domainspecific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations from writing types are defined in standards 13 above.)
8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Vocabulary Standards
8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies to allusions to other texts. (Voice Lessons – Diction, Fig. Lang, Tone, Imagery)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
8L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., verbal irony, puns) in context.
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Lesson Plans Week of October 5, 2015 Teachers: Robinson, Wilkins, Mulkey, Williams, Mangrum, Hamby, Stinson, Gallaway
Grade: 8th
Monday, October 5, 2015 Anticipation Guide, Voc., Begin Chapter 1 FOCUS QUESTION: How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (20 minutes): Students will complete the Anticipation Guide for Let the Circle Be Unbroken go over and discuss their predictions and questions. Review the major characters and families in the book Tree Diagram filled in for them.
WORD WORK: (20 minutes) Complete vocabulary 120 from the first set of vocabulary words. Discuss the EQ about Taylor’s use of DICTION to enhance her Voice as a writer.
WORK TIME: (40 minutes)
RIGOROUS READING: (Anchor Text) Begin reading Chapter 1 in Let the Circle Be Unbroken with the teacher doing read aloud. Make sure that you set up the book and point out the important parts to students while reading aloud to them.
CLOSING: (10 minutes) Students will answer the questions and the short constructed response from the Reading Guide up to the point where you leave off today.
Tuesday, October 6 Review Vocabulary with PPT; Finish Chapter 1 with Teacher Modeling Reading; Students answer questions
and constructed response from Guided Questions sheet.
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes): Watch video on “playing marbles” in order to activate schema on the topic. https://www.youtube.com/watch?v=ewqFhNw9k7g
WORD WORK: (20 minutes) Review vocabulary 120 from the first set of vocabulary words. Discuss Taylor’s use of DICTION to enhance her Voice as a writer.
WORK TIME: (50 minutes)
RIGOROUS READING: (Anchor Text) Finish reading Chapter 1.
CLOSING: (10 minutes) Constructed response in Writer’s Notebook.
Wednesday, October 7 Review Vocabulary with PPT; Begin Chapter 2 FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes): NONE
WORD WORK: (20 minutes) Review vocabulary 120 from the first set of vocabulary words. Discuss Taylor’s use of DICTION to enhance her Voice as a writer.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Begin reading Chapter 2
CLOSING: (10 minutes) Constructed response in Writer’s Notebook based on where you leave off.
Thursday, October 8 Review Vocabulary; Finish Chapter 2; Answer response on Guided Questions sheet.
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes): Review inferring and find examples in the text where students had to infer particularly the part about Dube Cross. Note that Mildred Taylor expects her readers to do a lot of inferring with her characters’ motivations as well as with the plot.
WORD WORK: (20 minutes) Review vocabulary 120 from the first set of vocabulary words. Discuss Taylor’s use of DICTION to enhance her Voice as a writer.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Finish reading Chapter 2.
CLOSING: (10 minutes) Constructed response in Writer’s Notebook.
Friday, October 9 Vocab 1 Test; Read Chapter 3 FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes): Review vocabulary for the week
WORD WORK: (20 minutes) Vocabulary Test over Set 1
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Read Chapter 3
CLOSING: (10 minutes) Constructed response in Writer’s Notebook.
Monday, October 12 Finish Chapter 2 and 3 in LTCBU; Voc. UBD; Mentor Sentence from UBD
Differentiation Strategies Used:9,6
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8RL6: Analyze how differences in points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will continue the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (30 minutes):
WORD WORK: (20 minutes) Introduce and go over the 20 vocabulary words from Up Before Daybreak using PPT.
Writing Pearl: (10 minutes) Invitation to Notice: Mentor Sentence (from Up Before Daybreak) “The story of cotton growing it, taking it to market, and making it into cloth is like a thread that stretches far back into America’s post” (Hopkinson 1). Focus specifically on the parallel structure, the use of the dash, and the simile this week. I would not worry so much about the individual parts of speech in this sentence.
WORK TIME: (50 minutes)
RIGOROUS READING: (Anchor Text) Finish reading Chapter 23 either independently or with the teacher. Be sure that students understand the use of IRONY in Chapter 3 in TJ’s trial. Students need to go back and add to the setting anchor chart (historical context) any other influences that they see in Chapter 3. Go over the other setting chart (micro, macro one with the circles) and show how the 2 work together. Divide class into groups and give each group a character to consider use TJ, Cassie, and Jeremy at this point in the story. You will need to have more than one group have the same character. You will need to come back to Cassie and Jeremy. NOTE: You will need to scaffold this activity for your regular classes!!!!!!!
CLOSING: (10 minutes) Students share their charts and what they have learned about the effect of the setting on the characters specifically related to TJ’s trial.
HW: Read for 10 minutes independently.
Tuesday, October 13 Intro, Chapt. 1 and 2 of UBD Differentiation Strategies Used:2,6,11
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
Why and how has cotton impacted the lives of Americans since the Civil War?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will continue the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (20 minutes):
WORD WORK: (10 minutes): Review vocabulary words using either the PPT or another means of review. NOTE: It is very important that you have students practice SAYING and SPELLING/WRITING the words or they will not really learn them! this should occur EVERY WEEK with vocabulary words!
WRITING PEARLS (10 minutes): Invitation to Notice More: Go over the mentor sentence making sure that students have noted the important parts of it. See notes on Monday.
Explain that Up Before Daybreak is an informational text, but that the author uses an overall structure for her book as she tells the story of Cotton in America. Students should pay close attention to the writer’s craft and voice that the author uses as they read at the Introduction to the book. Use Up Before Daybreak PPT Slides 17
READING GEMS: ): Explain how reading groups will work. Everyone will have a “home group.” Then number each person in the home group (1, 2, 3, 4…). Break up into other groups (all the 1’s, all the 2’s etc). Then return to homegroup and make recommendations for whose story should be read to the whole class.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Use PPT slides 120 with the Intro, Chapter 1 and 2. Students will annotate as a group the Introduction to the book and then go over the key points. Read Chapter 1 together and model how to annotate the text looking for Writer’s Craft, and Voice in addition to basically understanding what the text is saying. Then, jigsaw Chapter 2 with each group reading and annotating part of the text. Be sure that students have the actual text to see with all the pictures that go with the text. You will need GROUP copies of the Introduction on large, sheets of paper; you will need copies of the different sections of the text for Chapter 2 on large sheets of paper for group annotations. You will need Chapter 1 on Smart Notebook to model annotations.
CLOSING: (10 minutes) Groups share their annotations and summaries of their parts of Chapter 2 with the whole class. Discuss what aspects of voice and craft students find in the introduction and discuss the tone of the piece and how the author feels about her subject. Ask students to give evidence from the text to support their ideas. Use Slide #7
HW: Read for 10 minutes independently.
Wednesday, October 14 Chapt. 3 & 5 UBD Differentiation Strategies Used:3,13
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
Why and how has cotton impacted the lives of Americans since the Civil War?
How did cotton affect the Logan family?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will continue the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (20 minutes):
WORD WORK: (10 minutes) Review the vocabulary words with PPT or other method
WRITING PEARLS: (10 Minutes) Invitation to Imitate the mentor sentence make sure that students include parallel structure and a simile!
WORK TIME: (60 minutes)RIGOROUS READING: (Anchor Text) Students read Chapter 3 independently and complete reading guide questions. As a class, read Chapter 5 and make connections to the characters in LTCBU using the Reading Guide/Chart. PPT slides 21, 22, 23, and 27, 28, 29
CLOSING: (10 minutes) Students answer the question: Explain how the sharecropping system was just a form of “free” slavery.
HW: Read for 10 minutes independently.
Thursday, October 15 Chapt. 7 UBD Differentiation Strategies Used:3,13
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes):
WORD WORK: (10 minutes) Review the vocabulary with the PPT or other means.
SKIP THE MENTOR SENTENCE MINILESSON FOR TODAY TO ALLOW MORE TIME TO GET THE CHAPTER READ AND THE WRITING DONE.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Read Chapter 7 in UBD. You can do this as whole class, small groups, PALS If you use PALS, incorporate one of the fluency coaching anchor charts! Students choose one of 2 quotes to write about at the end of the book. There are model essays done for both of these in Drive as well as organizers.
CLOSING: (10 minutes) Call upon 23 students to share their writing.
HW: Read independently for 10 minutes.
Friday, October 16 Voc/Mentor Sent. Quiz; Conclusion for UBD; FOCUS QUESTION:
Why and how has cotton impacted the lives of Americans since the Civil War?
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): Students will start practicing the 10+10 rule of reading they will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (20 minutes):
WORD WORK: (5 minutes) Students review for the vocab. and mentor sentence quiz
(15 minutes) Students complete quiz over vocab and mentor sentence.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Read the conclusion to UBDBYou can do the same activity that you did with the introduction (groups annotate it on large paper) or just read it together and discuss. Really look at this last section for what it can teach about writing a conclusion. It is a very rich passage using topic sentence, elaboration, citations from primary sources, transitions, statistics; page 103 is a good model of how to use transitions; there is a clear “call to action” in the last paragraph making it a persuasive piece at the end. Discuss the perspective of the author students should be able to tell that this book is really a persuasive piece at the end after explaining the history of cotton. Use minilesson idea and chart from page 243 in the Jennifer Serravallo book. Groups could complete that chart for this last section of the book.
CLOSING: (10 minutes) Share students’ charts or create the chart with the whole class helping to fill it in.
HW: Read independently for 10 minutes.
Monday, October 19 Chapt. 3 & 5 UBD MANGRUM TO LITERACY LAB
Differentiation Strategies Used:3,13
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
Why and how has cotton impacted the lives of Americans since the Civil War?
How did cotton affect the Logan family?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (20 minutes):
WORD WORK: (10 minutes) Review the vocabulary words with PPT or other method
WRITING PEARLS: (10 Minutes) Invitation to Notice the mentor sentence “It’s estimated that, between 1916 and 1970, more than six million blacks left the South and brought with them rich social, cultural, and musical traditions that were to have a profound effect on American politics, literature, and music in the twentieth century” (Hopkinson 84). TEACHING POINTS THIS WEEK: It’s and Its; South and south; parallel structuresrich social, cultural, and musical traditions American politics, literature, and music; effect and affect; American as proper noun; HONORS students the subjunctive mood “were to have”; relative pronoun “that” introducing noun clause that between… and adjective clause that were to have...
WORK TIME: (60 minutes)RIGOROUS READING: (Anchor Text) Students read Chapter 3 independently and complete reading guide questions. As a class, read Chapter 5 and make connections to the characters in LTCBU using the Reading Guide/Chart. PPT slides 21, 22, 23, and 27, 28, 29
CLOSING: (10 minutes) Students answer the question: Explain how the sharecropping system was just a form of “free” slavery.
HW: Read for 10 minutes independently.
Tuesday, October 20 Chapt. 7 UBD MULKEY TO LITERACY LAB
Differentiation Strategies Used:3,13
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes):
WORD WORK: (10 minutes) Review the vocabulary with the Wheel of Fortune Smartboard Lesson or other means.
WRITING PEARLS: (10 Minutes) Invitation to Notice More the mentor sentence “It’s estimated that, between 1916 and 1970, more than six million blacks left the South and brought with them rich social, cultural, and musical traditions that were to have a profound effect on American politics, literature, and music in the twentieth century” (Hopkinson 84). TEACHING POINTS THIS WEEK: It’s and Its; South and south; parallel structuresrich social, cultural, and musical traditions American politics, literature, and music; effect and affect; American as proper noun; HONORS students the subjunctive mood “were to have”; relative pronoun “that” introducing noun clause that between… and adjective clause that were to have...
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Read Chapter 7 in UBD. You can do this as whole class, small groups, PALS If you use PALS, incorporate one of the fluency coaching anchor charts! Students choose one of 2 quotes to write about at the end of the book. There are model essays done for both of these in Drive as well as organizers.
CLOSING: (10 minutes) Call upon 23 students to share their writing.
HW: Read independently for 10 minutes.
Wednesday, October 21 Voc/Mentor Sent. Quiz; Conclusion for UBD; ROBINSON TO LITERACY LAB
FOCUS QUESTION:
Why and how has cotton impacted the lives of Americans since the Civil War?
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (20 minutes):
WORD WORK: (5 minutes) Students review for the vocab. and mentor sentence quiz
(15 minutes) Students complete quiz over vocab and mentor sentence.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Read the conclusion to UBDBYou can do the same activity that you did with the introduction (groups annotate it on large paper) or just read it together and discuss. Really look at this last section for what it can teach about writing a conclusion. It is a very rich passage using topic sentence, elaboration, citations from primary sources, transitions, statistics; page 103 is a good model of how to use transitions; there is a clear “call to action” in the last paragraph making it a persuasive piece at the end. Discuss the perspective of the author students should be able to tell that this book is really a persuasive piece at the end after explaining the history of cotton. Use minilesson idea and chart from page 243 in the Jennifer Serravallo book. Groups could complete that chart for this last section of the book.
CLOSING: (10 minutes) Share students’ charts or create the chart with the whole class helping to fill it in.
HW: Read independently for 10 minutes.
NOTE: New vocabulary and mentor sentence will be introduced on Thursday that go along with Let the Circle Be Unbroken. You will test over both of these the FOLLOWING FRIDAY, Oct. 30!
Thursday, October 22 Voc. #2 for LTCBU, Chapt. 45 summary LTCBU (Reg)Reg. start Chapter 6 (Honors) Read Chapt. 4 and 5
P. WILLIAMS TO LITERACY LAB
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes):
WORD WORK: (20 minutes) Introduce Vocabulary #2 for Let the Circle Be Unbroken.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text)
CLOSING: (10 minutes)
HW:
Friday, October 23 Mentor Sentence, Chapt. 6 LTCBU (Reg) Read Chapt. 6 Honors Reg. finish Chapter 6 and start Chapter 7
FOCUS QUESTION:
How far will some people go to stand up for what they believe is right?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. (Voice Lessons – Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and independently for 10 minutes at the beginning of class and then 10 minutes at home each night.
MINILESSON (10 minutes):
WORD WORK: (20 minutes) SKIP TODAY SINCE TEST WILL BE FRIDAY, OCT. 30
WRITING PEARL: (20 minutes) Invitation to Notice Mentor Sentence: “As always, Uncle Hammer was greeted enthusiastically, for he was one of the few people who had ever ventured north from the community and, in the eyes of the people at Great Faith, had made quite a success of his move” (Taylor 148). TEACHING POINTS: Use of “for” to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith and Uncle Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not just “gone”; reason why he moved to the North use as introduction to the Great Migration and Harlem Renaissance as influences of the setting on charactercan add these to the Macro circle on chart if not already there. Watch short 3 minute video from National Geographic http://bit.ly/HarlemRenaissance1 This will help students understand why Uncle Hammer is revered and considered successful by moving north. It will also help lay the foundation for Uncle Bud’s appearance and his marriage to a White woman.
Watch short video on Dust Bowl http://bit.ly/BlackBlizzardDustBowl to give more background on what is going on in the rest of the country, very close to MS. There is a second video that plays right after this one that you can show if students do NOT seem to know anything about the Dust Bowl. Both are 3 minutes long. It talks specifically about the plight of the farmers and students should be able to see why the economic times were so bad and why the government wanted to restrict the price of cotton. NOTE: Students may have read Out of the Dust by Sharon Hesse in elementary school and have some background already.
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Teacher reads to get students into the chapter to page 158 after Cousin Bud arrives. Then, using PALS, read Chapter 6 let students also coach each other on fluency.
CLOSING: (10 minutes) There are several key events that happen in Chapter 6: Jake Willis is introduced; Cousin Bud and Suzella come to visit the Logans; Mr. Farnsworth is
severely beaten. Discuss or have students turn and talk and then share with the class their thoughts about the direction the book will take with these new plot complications.
HW: Read 10 minutes at home independently.
WILKINS TO LITERACY LAB ON MONDAY 10/26
Monday, October 26 Chapt. 6 & 7 LTCBU
MEDIA CENTER THIS WEEK (SRC Quizzes)
Wilkins TO LITERACY LAB
Differentiation Strategies Used:3,13
ELL Strategies (as needed per teacher):4,5,9
FOCUS QUESTION:
Why and how has cotton impacted the lives of Americans since the Civil War?
How did cotton affect the Logan family?
How does the author use foreshadowing in Chapter 6 with the introduction of several
new characters to advance the plot of the story?
What are the connotative and denotative meanings of words and why did the author use
these particular vocabulary words in the story?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role
of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (20 minutes):
WORD WORK: (10 minutes) Introduce LTCBU Voc. # 2 (located in Drive)
WRITING PEARLS: (10 Minutes) Invitation to Notice Mentor Sentence: “As always,
Uncle Hammer was greeted enthusiastically, for he was one of the few people who had
ever ventured north from the community and, in the eyes of the people at Great Faith,
had made quite a success of his move” (Taylor 148). TEACHING POINTS: Use of “for”
to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith and Uncle
Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not just “gone”;
reason why he moved to the North
use as introduction to the Great Migration and Harlem Renaissance as influences of the
setting on charactercan add these to the Macro circle on chart if not already there.
Watch short 3 minute video from National Geographic
http://bit.ly/HarlemRenaissance1 This will help students understand why Uncle
Hammer is revered and considered successful by moving north. It will also help lay the
foundation for Uncle Bud’s appearance and his marriage to a White woman.
Watch short video on Dust Bowl http://bit.ly/BlackBlizzardDustBowl to give more
background on what is going on in the rest of the country, very close to MS. There is a
second video that plays right after this one that you can show if students do NOT seem
to know anything about the Dust Bowl. Both are 3 minutes long. It talks specifically
about the plight of the farmers and students should be able to see why the economic
times were so bad and why the government wanted to restrict the price of cotton.
NOTE: Students may have read Out of the Dust by Sharon Hesse in elementary school
and have some background already.
WORK TIME: (60 minutes)RIGOROUS READING: (Anchor Text) Students read
Chapter 6 (Regular students can read the summary. NOTE: There are portions of
Chapter 6 that need to be read from the book page numbers are referenced in the
summary.) continuing to make connections between characters and the influence of the
setting. Students can also start making connections between characters and specific
themes they recognize in the book. (NOTE: STUDENTS TALKED ABOUT THEMES
LAST YEAR FOR ROLL OF THUNDER, HEAR MY CRY, so this should not be
brand new to them!)
CLOSING: (10 minutes) There are several events foreshadowed in Chapter 6. Write
your predictions for the following:
1. How do you think that Jake Willis will impact the plot of the story? Remember
that Cassie says, “I just didn’t like the looks of that man.” (pg 157)
2. How do you think Suzella is going to impact the plot of the story? Remember
that her mama is white and her daddy is black, and she can “pass” for white.
3. Will there be any repercussions from the Logans and Jeremy Simms helping
Mr. Farnsworth, the white county agent? Remember what happened to TJ and
how he was “framed” for the murder of Mr. Barnett.
HW: Read for 10 minutes independently.
Tuesday, October 27 Chapt. 78 Summaries LTCBU
Differentiation Strategies Used:3,13
ELL Strategies (as needed per teacher):4,5,9
EQ:
What are the connotative and denotative meanings of words and why did the author use
these particular vocabulary words in the story?
How is Stacey changing? How does Suzella start to complicate the lives of the Logans,
especially Cassie?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role
of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):
WORD WORK: (10 minutes) Review the vocabulary with the Wheel of Fortune
Smartboard Lesson or other means.
WRITING PEARLS: (10 Minutes) Invitation to Notice More the mentor sentence “As
always, Uncle Hammer was greeted enthusiastically, for he was one of the few people
who had ever ventured north from the community and, in the eyes of the people at
Great Faith, had made quite a success of his move” (Taylor 148). TEACHING POINTS:
Use of “for” to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith
and Uncle Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not
just “gone”; reason why he moved to the North
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Read Chapter 78 Summaries from LTCBU.
CLOSING: (10 minutes) Students answer focus question as constructed response
citing specific evidence from the text (summaries): How is Stacey changing? How does
Suzella start to complicate the lives of the Logans, especially Cassie?
HW: Read independently for 10 minutes.
Wednesday, October 28
EQ:
What has gotten Moe Turner so upset?
What has Suzella done that may have future consequences?
What problems have Suzella’s actions caused? What could they possibly foreshadow?
STANDARD(S):
8RI1: Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
8RI2: 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.
8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role
of particular sentences in developing and refining a key concept.
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
WORD WORK: (5 minutes) Voc. Review
MINILESSON
WRITING PEARLS: (10 minutes): Mentor Sentence Invitation to Revise “As always,
Uncle Hammer was greeted enthusiastically, for he was one of the few people who had
ever ventured north from the community and, in the eyes of the people at Great Faith,
had made quite a success of his move” (Taylor 148). TEACHING POINTS: Use of “for”
to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith and Uncle
Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not just “gone”;
reason why he moved to the North
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Continue reading summaries for LTCBU. Chs
910
CLOSING: (10 minutes) Discuss and answer the following questions as groups.
Groups should be able to make historical setting connections and add to the
Micro/Meso/Macro charts focusing on historical factors that influence the characters’
lives.
Why does the sharecropping system prevent Moe and his family from making a profit?
Who are the “night men”?
HW: Read independently for 10 minutes.
Thursday, October 29
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (20 minutes):
READING GEMS: Add to/or begin a theme chart using themes student have
recognized in the book. Relate characters to specific themes to help prepare them for
their PT if they choose to write about theme.
WRITING PEARLS (10 minutes): Mentor Sentence Invitation to Imitate “As always,
Uncle Hammer was greeted enthusiastically, for he was one of the few people who had
ever ventured north from the community and, in the eyes of the people at Great Faith,
had made quite a success of his move” (Taylor 148). TEACHING POINTS: Use of “for”
to mean “because”; why north is NOT capitalized; Proper Nouns Great Faith and Uncle
Hammerwhy Uncle is capitalized; use of the word “ventured” instead of not just “gone”;
reason why he moved to the North
WORD WORK: (10 minutes) Vocabulary Review
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Begin reading Ch. 11 LTCBU. Parts work well in
this chapter. Students may read parts while you read the narration.
CLOSING: (10 minutes) Students can answer the focus question using the class
anchor chart as their guide. Have them choose one theme and character to focus on
and explain why that character represents that specific theme.
HW: Read independently for 10 minutes
Friday, October 30
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):
WORD WORK: (5 minutes): Students study for voc. test
Vocabulary and Mentor Sentence Test
WRITING PEARL: (20 minutes)
WORK TIME: (60 minutes)
RIGOROUS READING: (Anchor Text) Finish Ch. 11/Begin Ch. 12
CLOSING: (10 minutes) Add to setting and theme class anchor charts.
HW: Read 10 minutes at home independently.
Monday, November 2
We will finish the book next Wednesday!
Differentiation strategies used this week:4,21
ELL Strategies used this week (as needed per teacher):3,17,22
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes): participles
WORD WORK: (5 minutes): Introduce LTCBU Voc. # 2 (located in Drive)
WRITING PEARL: (20 minutes)
WORK TIME: Introduce the theme chart for LTCBU and allow time to go back to the
beginning chapters and gather some page numbers for evidence to add to those charts.
RIGOROUS READING: (Anchor Text) Begin chapter 9
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Tuesday, November 3
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes): participles
WORD WORK: (5 minutes): Assign vocab visionary or vocab 4 square activity for this
week's words..allow some class time to begin working on these
WRITING PEARL: (20 minutes)
WORK TIME: continue the theme chart for LTCBU be sure to relate characters to
specific themes to help prepare them for their PT.
RIGOROUS READING: (Anchor Text) Finish chapter 9 and begin 10
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Wednesday, November 4
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
What did Mr. Wheeler discover about the sharcroppers being ordered to plow up thier
cotton?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes): participles
WORD WORK: (5 minutes):Work on vocabulary assignment
WRITING PEARL: (20 minutes) Since we have been working on text structure
students are to write a SEQUENCE/CHRONOLOGICAL paragraph about the process
the Logan’s have to go through to sell their cotton.
WORK TIME: (60 minutes) Introduce the theme chart for LTCBU and allow time to go
back to the beginning chapters and gather some page numbers for evidence to add to
those charts.
RIGOROUS READING: (Anchor Text) Finish chapter 10have students read a certain
amount of pages independently(chunk the reading for them) and the stop and ask
comprehension and higher order thinking questions such as, What is happening on the
se pages? (checks their summary skills), What is the central conflict of these pages?,
Based on the clues, what will follow?, What are the key facts? What are the essential
events?, What motivates the characters to take action?
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Thursday, November 5
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
What are two reasons finding Stacey and Moe would be so difficult according to Mr.
Jamison?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes): participles
WORD WORK: (5 minutes):Work on vocabulary assignment; review vocabulary with
technologyQuizzizz, Kahootz, or Plickers.
WRITING PEARL: (20 minutes) Write a constructed response for the following
question: Why is Mama so mad at David (Papa)? This is from chapter 10 so make
sure you have this part before you give them this question.
WORK TIME: (60 minutes) continue theme charts
RIGOROUS READING: (Anchor Text) Begin chapter 11have students read a certain
amount of pages independently(chunk the reading for them) and the stop and ask
comprehension and higher order thinking questions such as, What is happening on the
se pages? (checks their summary skills), What is the central conflict of these pages?,
Based on the clues, what will follow?, What are the key facts? What are the essential
events?, What motivates the characters to take action?
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Friday, November 6
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):review for test
WORD WORK: (5 minutes):Vocabulary and participle test
WRITING PEARL: (20 minutes)
WORK TIME: continue theme charts
RIGOROUS READING: (Anchor Text) Try to finish 11/begin 12have students read a
certain amount of pages independently(chunk the reading for them) and the stop and
ask comprehension and higher order thinking questions such as, What is happening on
these pages? (checks their summary skills), What is the central conflict of these
pages?, Based on the clues, what will follow?, What are the key facts? What are the
essential events?, What motivates the characters to take action?
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Monday, November 9HANDOUT LEARNING
CONTRACTS
Differentiation Strategies used this week: 3,5,14
ELL Strategies used this week (as needed per teacher): 1, 9, 14, 17
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):participles, text structure, theme (as needed per teacher)
WORD WORK: (5 minutes):Vocabulary list #4LTCBU
WRITING PEARL: (510 minutes) Mentor sentence (honors class): He waited for her
as she crossed the yard; I watched them both from the kitchen window (Taylor, 307).(Use
of semicolon, pronouns, prepositional phrases. This is a good sentence for them to
revise and imitate)
Mentor Sentence (nonhonors)”We’re parked over there,” Mama said, starting off
again with me at her side.
(focus onthe quotation marks and the punctuation surrounding them, where the
commas go etc., prepositional phrases, apostrophe usage)
WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts
RIGOROUS READING: (Anchor Text) finish 11/begin 12have students read a
certain amount of pages independently(chunk the reading for them) and the stop and
ask comprehension and higher order thinking questions such as, What is happening on
these pages? (checks their summary skills), What is the central conflict of these
pages?, Based on the clues, what will follow?, What are the key facts? What are the
essential events?, What motivates the characters to take action?
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Tuesday, November 10
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
Why did Mildred Taylor title the book Let the Circle Be Unbroken?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):participles, text structure, theme (as needed per teacher)
WORD WORK: (5 minutes):Vocabulary 4 square assignment
WRITING PEARL: (510 minutes) Mentor sentence (Honors Class): He waited for
her as she crossed the yard; I watched them both from the kitchen window (Taylor,
307).(Use of semicolon, pronouns, prepositional phrases. This is a good sentence for
them to revise and imitate)
Mentor Sentence (nonhonors)”We’re parked over there,” Mama said, starting off
again with me at her side.
(focus onthe quotation marks and the punctuation surrounding them, where the
commas go etc., prepositional phrases, apostrophe usage)
WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts
RIGOROUS READING: (Anchor Text) finish 12 /begin 13have students read a
certain amount of pages independently(chunk the reading for them) and the stop and
ask comprehension and higher order thinking questions such as, What is happening on
these pages? (checks their summary skills), What is the central conflict of these
pages?, Based on the clues, what will follow?, What are the key facts? What are the
essential events?, What motivates the characters to take action?
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Wednesday, November 11
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
Are Mrs. Lee Annie’s hopes of voting successful?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):participles, text structure, theme (as needed per teacher)
WORD WORK: (5 minutes):Vocabulary 4 square assignment
WRITING PEARL: (510 minutes) Mentor sentence (Honors Class): He waited for
her as she crossed the yard; I watched them both from the kitchen window (Taylor,
307).(Use of semicolon, pronouns, prepositional phrases. This is a good sentence for
them to revise and imitate)
Mentor Sentence (nonhonors)”We’re parked over there,” Mama said, starting off
again with me at her side.
(focus onthe quotation marks and the punctuation surrounding them, where the
commas go etc., prepositional phrases, apostrophe usage)
WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts
RIGOROUS READING: (Anchor Text) finish 13 /begin 14have students read a
certain amount of pages independently(chunk the reading for them) and the stop and
ask comprehension and higher order thinking questions such as, What is happening on
these pages? (checks their summary skills), What is the central conflict of these
pages?, Based on the clues, what will follow?, What are the key facts? What are the
essential events?, What motivates the characters to take action?
As a class discuss lyrics to “Will the Circle Be Unbroken” (lyrics vary) (possibly
play audio recording??)
How does the song relate to the characters/plot of the story? How is the
song similar to Taylor’s voice in the book?
I went back home, my home was lonesome,
Missed my mother she was gone.
All my brothers and sisters crying
In our home so sad and alone.
Will the circle be unbroken?
By and by lord, by and by,
There's a better home awaitin'
In the sky lord, in the sky.
We sang the songs of childhood,
Hymns of faith that made us strong,
Ones that our mother had taught us,
Hear the angels sing along
Will the circle be unbroken?
By and by lord, by and by,
There's a better home awaitin'
In the sky lord, in the sky.
(Another version)
Refrain: Will the circle be unbroken?
By and by lord, by and by,
There’s a better home awaitin’
In the sky lord, in the sky.
Verse 1: I was standing by my window
On a cold and cloudy day.
When I saw the hearse come rollin’
For to take my mother away.
Refrain
Verse 2: I told the undertaker:
“Undertaker, please drive slow,
For this body you are haulin’
Lord, I hate to see her go.”
Refrain
Verse 3: Well I followed close behind her,
Tried to hold up and be brave,
But I could not hide my sorrow
When they laid her in the grave.
Refrain
Verse 4: I went back home, my home was lonesome,
Missed my mother she was gone.
All my brothers and sisters crying
In our home so sad and alone.
Refrain
Verse 5: We sang the songs of childhood,
Hymns of faith that made us strong,
Ones that our mother had taught us,
Hear the angels sing along.
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Thursday, November 12
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
How does Stacey’s return home complete the “circle”?
What is Taylor’s purpose in writing this story?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):participles, text structure, theme (as needed per teacher)
WORD WORK: (5 minutes):Review vocabulary with either a technology interactive
game, or use the “Shades of Meaning” activity with the paint chips
WRITING PEARL: (510 minutes) Mentor sentence (Honors Class): He waited for
her as she crossed the yard; I watched them both from the kitchen window (Taylor,
307).(Use of semicolon, pronouns, prepositional phrases. This is a good sentence for
them to revise and imitate)
Mentor Sentence (nonhonors)”We’re parked over there,” Mama said, starting off
again with me at her side.
(focus onthe quotation marks and the punctuation surrounding them, where the
commas go etc., prepositional phrases, apostrophe usage)
WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts,
Review engaging beginnings for explanatory writing
RIGOROUS READING: (Anchor Text) finish 14have students read a certain amount
of pages independently(chunk the reading for them) and the stop and ask
comprehension and higher order thinking questions such as, What is happening on
these pages? (checks their summary skills), What is the central conflict of these
pages?, Based on the clues, what will follow?, What are the key facts? What are the
essential events?, What motivates the characters to take action?
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
HW: Read 10 minutes at home independently.
Friday, November 13
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
How does Stacey’s return home complete the “circle”?
What is Taylor’s purpose in writing this story?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (10 minutes):participles, text structure, theme (as needed per teacher)
WORD WORK: (5 minutes):Vocabulary, mentor sentence test
WRITING PEARL: (20 minutes)Discuss elements of explanatory writing, weaving
quotes, etc.Pay special attention to weaving the quotes and correctly punctuating them.
WORK TIME: continue theme charts as reading/Discuss PT and Learning Contracts,
Review conclusions for explanatory writing.
RIGOROUS READING: (Anchor Text) finish 14(if not done alreadymust be done
today as the PT begins on Monday)
CLOSING: (10 minutes) Add to theme charts on paper and on the class smartboard.
Make sure students have all their notes from the theme chartsall quotes. Remind them
the PT begins on Monday.
HW: Read 10 minutes at home independently.
Monday, November 16
Differentiation strategies used this week: 3, 14,
Ell strategies used this week(as needed per teacher): 4, 5,7
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
What are the elements of explanatory writing?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night. Students then write for ONEFIVE minutes in their reading journals (set
these up today). You can suggest that they choose a quote from the text that they want
to respond to and cite the quote correctly, or you might have them work on a “17 word
summary” like Kelly Gallagher suggests.
MINILESSON (40 minutes):
WORD WORK: (15 minutes):Vocabulary list 5no mentor sentence this weekfocus on
the PT
WRITING PEARL: (25 minutes) Discuss PT and Learning Contracts (again). Discuss
elements of explanatory writing, reviewing engaging beginnings for explanatory writing,
and reviewing conclusions for explanatory writing, and weaving quotes, etc.Pay
special attention to weaving the quotes and correctly punctuating them. Analyze
model task.
WORK TIME:RIGOROUS READING: (45 minutes) Students write their rough draft of
their engaging beginning. (There are resources in DRIVE to use for these lessons you
do not have to recreate the wheel!)
CLOSING: (5 minutes) Call on several students to share their beginnings and allow
students to “steal ideas” for their beginnings if they are struggling.
HW: Read 10 minutes at home independently and write in your reading journal for one
minute.
Tuesday, November 17
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
How can I write an effective beginning for my expository essay?
How do I accurately cite evidence in my essay?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night. Students then write for ONE minute in their reading journals
MINILESSON (25 minutes):
WORD WORK: (10 minutes):Vocabulary list 5no mentor sentence this weekfocus on
the PTReview vocabulary
WRITING PEARL: (15 minutes) Continue review how to cite within text and how to
weave a quotes or paraphrases into their papers. (NOTE: This is something that
students really struggle to do well!)
WORK TIME: (55 minutes) Write the first body paragraph using citations. After
students have written their first body paragraph with citations have them work with a
partner to check citations within each other’s body paragraph. Spend the last part of the
work time writing. Students should be working on their rough draft body paragraphs.
Use model text as a reference point. We will work specifically on conclusions tomorrow.
RIGOROUS READING: (Anchor Text)
CLOSING: (10 minutes) Share drafts with a partner and have them check that quotes
are woven into the paper and that there are correct citations used.
HW: Read 10 minutes at home independently and write for one minute in your reading
journal. Complete all body paragraphs.
Wednesday, November 18
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
How can I write a more effective closing to my expository essay?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (25 minutes):
WORD WORK: (10 minutes):Vocabulary list 5no mentor sentence this weekfocus on
the PTReview vocabulary
WRITING PEARL: (15 minutes) Closing an expository essay and review weaving
quotes
WORK TIME: (55 minutes) Students write their conclusions to their explanatory essay
RIGOROUS READING: (Anchor Text)
CLOSING: (10 minutes) Review model text conclusion
HW: Read 10 minutes at home independently and write for one minute in reading
journals. Complete rough draftsBeginning to conclusion.
Thursday, November 19
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
How can I write a more effective closing to my expository essay?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (20 minutes):
WORD WORK: (10 minutes): Vocabulary list 5no mentor sentence this weekfocus on
the PTReview vocabulary
WRITING PEARL: (10 minutes) Review weaving quotes,citations, examine model text
again
WORK TIME: (60 minuntes) Get out your essays. Have a partner proofread and edit
the citations, giving suggestions. Have your neighbor “grade” it based on the rubric.
students work on editing their rough drafts after the peer reviews
RIGOROUS READING: (Anchor Text)
CLOSING: (10 minutes) Review the rubric with students as they are preparing to write
their final copy.
HW: Read 10 minutes at home independently and write for one minute in reading
journals. Begin writing final copy. These are dueNO EXCEPTIONSat the end of class
tomorrow.
Friday, November 20
EQ:
What are some of the possible themes in Let the Circle Be Unbroken? What evidence
from the text supports each possible theme?
How can I write a more effective closing to my expository essay?
STANDARD(S):
8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision. (Voice Lessons –
Details, Syntax)
8L4: Determine or clarify the meaning of unknown and multiplemeaning words or
phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.
DO NOW (10 minutes): 10+10 rule of reading Students will read silently and
independently for 10 minutes at the beginning of class and then 10 minutes at home
each night.
MINILESSON (30 minutes):
WORD WORK: (20 minutes): Vocabulary test
WRITING PEARL: (10 minutes) Review over writing a source page
WORK TIME: (55 minutes) Students trade papers with a different partner from
yesterday and have them peer edit their paper. Pay particular attention to quotes and
citations. Be sure evidence is backing up what is being said. Finish final drafts of
essays and source page (due at the end of class today). IF students finish their
drafts, use part of the work time for Author’s Chair, especially in Honors Classes.
RIGOROUS READING: (Anchor Text)
CLOSING: (5 minutes) Collect ALL essays.
HW: Read 10 minutes at home independently and write for one minute in reading
journals. Do this each day over break.