maldenells.wikispaces.comLevel... · Web viewanother literary text. Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary

Malden Public Schools National Geographic Inside Level C District Pacing Guide Adapted by: Jennifer McCabe, M.Ed. Malden Public Schools

Inside Level C SEI Grade 8 Salemwood SchoolLearning Focus: VocabularySee Common Core & WIDA LA 6-8.1.6.9CCSS-RI-RL-4, CCSS-RI-RL-10WIDA STANDARDS

COMMON CORE STANDARDS

OBJECTIVESESSENTIAL QUESTION ESSENTIAL CONTENT INSTRUCTIONAL

TOOLS

VocabularySee Common Core & WIDA LA.6-

8.1.6.9CCSS-RI-RL-4CSS-RI-RL-10

See Common Core & WIDA LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.Clarification: The student will analyze words that have multiple meanings and determine the correct meaning of the word as used in the text.CCSS RI & RL 6-8.4Clarification:Knowledge Targets

Students must identify figurative language in text.

Students must know an analogy is a comparison between things with similar features.

Students must know an allusion is a reference to a person, place, or thing in history, or a reference to another literary text.

Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary

Suggested Daily Doable Objectives

I can use context clues to determine the meaning of multiple meaning words.

I will learn to utilize words with multiple meanings appropriately based on their context within the text.

I can determine how the author's use of words and phrases controls the meaning/tone of the text.

I will learn to explain how changing the context of word (how it is used) can change the definition of the word.

Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/AgendaObjective:

SAMPLE BENCHMARK-RELATED ESSENTIAL QUESTIONS: Teacher will pick one of these two!

How does using context clues help the reader understand the specific meaning of multiple meaning words?

How do readers use their knowledge of multiple meaning words to better understand text?

SELECTION-RELATED ESSENTIAL QUESTION What defines home?

Text Selection: Growing Together

Genre: Personal Narrative

Bell Ringer_15 Min. Benchmark Driven Power Point Presentation (See Teacher Resources)

and/or; Vocabulary Instruction: Deep teaching of 5 words that are crucial to the

topic and/or understanding of the texts or, CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark

Please Follow the gradual release (see below)I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.

We do (Teacher Guided Practice): Teacher practices with students, asks higher order thinking questions, and provides explicit corrective feedback.

Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 1: Finding Your Own Place

Growing Together TE p. 12

Poetry Selection: When I Grow Up by

Janet S. Wong, TE p. 18

Vocabulary Support: Vocabulary: Use

Context Clues for Multiple Meaning Words TE p. 4-5

Vocabulary Study: Use Context Clues TE p. 21

Literary Support: Literary Analysis:

Analyze Poetry TE p. 22

Grammar Focus: Statements with Am,

Is and Are TE p. 8Writing Focus:

Write About Someone You Know TE p. 23

Media Support http://insideng.com/

inside/teachers/player/launcher.asp?


Inside Level C SEI Grade 8 Salemwood SchoolWIDA STANDARDS



TOOLS

definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Students must know tone is the author's attitude toward the topic.

Students must understand every text has a tone, and that an author's choice of words and phrases controls the tone of the text.

Reasoning Targets Students must determine

how the author's use of words and phrases controls the meaning/tone of the text.

Students must explain how the author's use of figurative language further illustrates/expands the tone and meaning of the text.

Students must explain how the author's use of connotative meanings conveys the author's stance/tone within a text.

Students must explain how analogies expand an author's ideas and attitude about the topic.

Students must explain allusions within a text, and how allusions add background knowledge and depth to a text.

We do (Collaboration): Students practice with other students through pairs, groups … a product should be produced.

You do (Independent Practice): Students work alone to demonstrate knowledge. This can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective

Differentiated Instruction : 3 Rotation Daily for 20 minGroups should be determined by most recent data.__3___Rotation Daily

Teacher Led Independent Group TechnologyRequired:Explicit deep teaching of the benchmark using reading selection.

Suggested Activities:LOW: Use Context Clues to teach vocabulary. Chunk reading selection. Use graphic organizer(s). Provide selection summaries. Use visuals to scaffold plot development and teach vocabulary. GIST, SWAG, WIN, MOPP throughout reading. Plot development

INTERMEDIATE:All of the above plus: Thematic analysis Character Analysis

ADVANCED:All of the above plus:

Required:Independent Reading: AR Book with active reading log Informational Text Question Stem Cards/ Task Cards Vocabulary Activity (Frayer Model, word array, etc.) Integrated Grammar Practice USA Today Newspaper

Suggested Activities:

LOW:

INTERMEDIATE:

Achieve 3000

Discovery Education

http://esl.lab.com/

libid=1Teacher Resources:

http://insideng.com http://

www.discoveryeducation.com/

http:// www.ereadingworksheets.com

..\..\Multiple meaning words ppt..ppt

..\..\ ConnotationsDenotations_ppt.ppt

..\..\ connotationdenotation[1]ppt.ppt

Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-4.html

http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-l-4.html

http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-4.html

One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and





TOOLS

CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently.

Benchmark Prerequisites Synonym Antonym Same meaning Used in same way Convey the

same/different/opposite meaning Most similar/ most opposite

Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences

Use Question Stem Cards/Task Cards Write story summaries.

ADVANCED:

Please Follow the gradual release (see below)

I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice):

Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip:

. Revisit essential question

. Turn and talk. Students should produce an end product

Grading Rubric: 5 min

Use rubric provided below or: Use rubrics provided on www.insideng.com or Create your own

Points Earned

Possible Points

Teachers Explicit Corrective Feedback:

I participated in class by raising my hand and sharing with others.

15 pts.

I used Turn and Talk while sharing with my partner.

10 pts.

I completed my final writing assignment to the best of my ability.

10 pts.

I edited my writing for the grammar focus which is _______________________

25 pts.

%20purpose/One%20Sentence%20Summary.pdf

http://www.sanchezclass.com/reading-graphic-organizers.htm

Main idea graphic organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf

CELLA Testing Supporting Materials:https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-listening

https://www.casas.org/product-overviews/curriculum-management-instruction/sample-test-items/life-and-work-reading

ELL Active Reading Strategies

Preview text features S.W.A.G. W.I.N. and GIST M.O.P.P Think Alouds Think-Pair-Share Role play Turn and talk Stop and Jot





TOOLS

I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.

5 pts.Selection Vocabulary

Angry Change Curious Immigrant Learn Leave Ordinary Strange


Inside Level C SEI Grade 8 Salemwood SchoolLearning Focus: VocabularySee Common Core & WIDA LA 6-8.1.6.8CCSS-RI-RL-4, CCSS-RI-RL-10

WIDAWIDA STANDARDS



TOOLS



Continually focus on Vocabulary instruction, especially context

cluesSee Common Core & WIDA LA. LA.6-8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.Clarification: The student will analyze the meanings of words, phrases, and word relationships by using strategies including, but not limited to, context clues and word structure.CCSS RI & RL 6-8.4Clarification:Knowledge Targets




Students must know words


I will learn to compare and contrast words within a text based on their meanings. (Synonyms, Antonyms, Analogies)

I will learn to determine the meaning of an unknown word using affixes and roots.

I will learn to determine how the author's use of words and phrases controls the meaning/tone of the text.



How do synonyms and antonyms help the reader understand the specific meaning of unknown words?

How do readers use their knowledge of the author’s use of words and phrases to better understand text?

THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION How do we depend on Earth’s resources?

Text Selection: Water at Work

Genre: Informational Text

Bell Ringer_15 Min. Benchmark Related Power Point Presentation (See Teacher

Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the



I do (Explicit Instruction): Teacher gives rationale and models through think-aloud and/or demonstrations. This lesson must be taught explicitly and deeply by the teacher.

We do (Teacher Guided Practice): Teacher practices with students, asks higher order

Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 2: Water For Life

Water at Work TE p. 116

Informational Text: How Do We Use

Water? TE p. 92Vocabulary Support:

Vocabulary: Relate Words TE p. 66-67

Vocabulary Study: Use Synonyms TE p. 101

Vocabulary Study: Use Synonyms and Antonyms TE p. 119

Grammar Focus: Make Subjects and

Verbs Agree TE p. 106

Writing Focus: Write About A Day At

The River TE p. 121Media Support

http://insideng.com/ inside/teachers/levelC/unit2/resources/FL/diglib/Inside.DL.C2.2.WhyWater.pdf


Inside Level C SEI Grade 8 Salemwood SchoolWIDA

WIDA STANDARDSCOMMON CORE

STANDARDS


TOOLS

have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).








thinking questions, and provides explicit corrective feedback.






INTERMEDIATE:All of the above plus: Thematic analysis



Achieve 3000

Discovery Education

http://esl.lab.com/

http://insideng.com/ inside/teachers/player/launcher.asp?libid=6

Teacher Resources: http://insideng.com http://


..\..\Word Relationships ppt..ppt

..\..\ Prefixes_and_Suffixes ppt.ppt

..\..\prefixes and suffixes ppt.ppt

http:// www.englishforeveryone.org/PDFs/Level_8_Analogies_1.pdf




One sentence summary




STANDARDS


TOOLS



Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences Suffixes Root Words

Character Analysis

ADVANCED:All of the above plus: Use Question Stem Cards/Task Cards Write story summaries.

LOW:

INTERMEDIATE:

ADVANCED:


I do (Explicit Instruction); We do (Teacher Guided Practice); We do (Collaboration); You do (Independent Practice).






Points Earned

Possible Points



15 pts.


10 pts.

I completed my final writing 10 pts.

frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdfhttp://www.sanchezclass.com/reading-graphic-organizers.htm





Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share




STANDARDS


TOOLS

assignment to the best of my ability.I edited my writing for the grammar focus which is _______________________

25 pts.


5 pts.

Role play Turn and talk Stop and Jot M.O.P.P Think Alouds

Selection Vocabulary Arrive Electricity Flow Generate Goods Power Safely Treat

Learning Focus: VocabularySee Common Core & WIDA LA.6-8.1.6.3 CCSS-RI-RL-4, CCSS-RI-RL-10

WIDAWIDA STANDARDS



TOOLS





I will learn to determine the meaning of words using context clues.



Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 6: Struggle for Freedom

Escaping To Freedom TE p. 360




STANDARDS


TOOLS

cluesBenchmark LA.6-8. 1.6.3 The student will use context clues to determine meanings of unfamiliar words.Clarification: The student, using context clues, will identify the meaning of an unfamiliar word.

Revisit Benchmark LA.6-8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

CCSS RI & RL 6-8.4Clarification:Knowledge Targets




Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful,

I will learn to create sentences that provide context clues to determine the meaning of a given word.

I will learn to differentiate between the connotative and denotative meaning of a word. (Prerequisite Skill for CC)

I will learn to explain how the author's use of connotative meanings conveys the author's stance/tone within a text.

How context clues help the reader understand the specific meaning of unknown words?

How do readers use their knowledge of the author’s use of connotative meaning of a word to better understand text?

THEMATIC/SELECTION-RELATED BENCHMARK How far will people go for the sake of freedom?

Text Selection: Escaping To Freedom

Genre: Biography

Bell Ringer_15 Min. Benchmark Related Power point Presentation (See Teacher

Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the







Poetry Selection Follow The Drinking

Gourd TE p. 368 Dramatize a Song TE

p. 372Vocabulary Support:

Vocabulary: Use Context Clues for Unfamiliar Words TE p. 352

Vocabulary Study: context Clues TE p. 371

Grammar Focus: Use Nouns In The

Subject And Predicate TE p. 356

Writing Focus: Write About Freedom

TE p. 373Media Support:

http://insideng.com/ inside/teachers/player/launcher.asp?libid=16



..\..\Context Clues ppt..ppt

http:// www.woodland.k12.mo.us/faculty/rgarner/Reading/




STANDARDS


TOOLS

thrifty). Students must know tone is

the author's attitude toward the topic.








CCSS RI & RL 6-8.10Clarification:








LOW:

INTERMEDIATE:

ADVANCED:

Achieve 3000

Discovery Education

http://esl.lab.com/


context_clues.htm ..\..\

connotationdenotation[1]ppt.ppt




One sentence summary frames:http://sharepoint.chiles.leon.k12.fl.us/lcsreadingstrategies/main%20idea%20plot%20and%20purpose/One%20Sentence%20Summary.pdf






STANDARDS


TOOLS

Read and comprehend complex literary and informational texts independently and proficiently.

Benchmark Vocabulary Context Clues Multiple Meanings Synonyms Antonyms Drawing Conclusions Making Inferences

Benchmark Pre-requisites Synonym Antonym Same meaning Used in same way Convey the

same/different/opposite meaning Most similar/ most opposite





Grading Rubric: 5 minUse rubric provided below or:

Use rubrics provided on www.insideng.com or Create your own

Points Earned

Possible Points



15 pts.


10 pts.


10 pts.

I edited my writing for the grammar focus which is ______________________

25 pts.

I used correct punctuation. 25 pts.I completed the exit activity. 10 pts.I follow the instructions in every assignment

5 pts.




Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds

Selection Vocabulary Assist Capture Escape Freedom Reward Right Slave Travel




STANDARDS


TOOLS

presented today.

Learning Focus: Plot DevelopmentSee Common Core & WIDA LA 6-8.2.1.2

CCSS RI & RL 6-8.2RI & RL 6-8.1CSS-RI-RL-10




STANDARDS


TOOLS

Plot DevelopmentSee Common Core & WIDA LA.6-

8.2.1.2CCSS

CCSS RI & RL 6-8.2RI & RL 6-8.1CSS-RI-RL-10


cluesBenchmark LA.6-8 2.1.2 : The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction. The student will identify, analyze, and interpret elements of plot development (foreshadowing, flashback, theme, and setting) within or across texts. The student will also identify, analyze, and interpret other literary elements, such as character development, character point of view, and conflict and resolution within or across texts. In addition, the student will identify, analyze, and interpret how plot events in the text contribute to conflict and resolution within or across texts.CCSS RI & RL 6-8.2Clarification:Knowledge Targets

a. Students must know an author's use of motif (i.e. central idea) can help


I will learn to identify and analyze character traits.*Character Development

I will learn to explain how the characters change over the course of a text.

I will learn to describe how characters change as the plot moves forward.

I will learn to describe the change in the characters as they reach the resolution.*Character development

I will learn to describe how characters respond as the plot moves forward.*Character Point of View/Character Development/Plot DevelopmentI will learn to determine the theme of a text based on evidence from the text.

I will learn to infer the



How does understanding character traits help the reader gain better understanding of the text?

How do readers use their knowledge of plot development to better understand text?

THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION How can powerful characters inspire a range of emotion?

Text Selection: Frankenstein

Genre: Fantasy

Bell Ringer_15 Min. Benchmark Related Power Point Presentation (See Teacher Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the topic

and/or understanding of the texts CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark





Core Text:Inside Level C Teacher’s EditionReading Selection:Unit 4: Creepy Classics

Frankenstein TE p. 210

Informational Text: How Frankenstein

Began TE p. 220Literary Support

Elements of Fiction TE p. 198-199

Analyze Character Development TE p.222

Analyze Theme TE p. 224

Vocabulary Support: Vocabulary: Use

Word Parts TE p. 202 Vocabulary Study:

Use Word Parts TE p. 223

Grammar Focus: Use Adjectives TE p.

206Writing Focus:

Create a character TE p. 207

Write About A Creepy situation TE p. 225

Media Support: http://insideng.com/

inside/teachers/




STANDARDS


TOOLS

illuminate the theme of a particular text.

Reasoning Targetsa. Students must analyze how

the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.

b. Students must analyze how a theme or central idea develops over the course of the text, including evidence from the text as support.

c. Students must explain how specific details from the text refine or create subtle distinctions that shape the theme.

d. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, theme).

Product Targetsa. Students will provide an

objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets

Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a

theme of a text based on the details in the text.*Theme






ADVANCED:All of the above plus:



LOW:

INTERMEDIATE:

Achieve 3000

Discovery Education

http://esl.lab.com/

player/launcher.asp?libid=10



..\..\Plot Deveopment PPt..ppt

http:// www.authorstream.com/Presentation/ttravis-57878-Theme-Education-ppt-powerpoint/

Common Core Resources:http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-9-10-3.html

http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ccra-r-3.html






STANDARDS


TOOLS

specific argument or claim that is being made.

Reasoning Targets Students must draw

inferences from literary text to make and support an analysis.

Students must support their conclusions with explicit and implicit textual evidence.

Students must determine the textual evidence that best supports their conclusions.

Students must explain the relationship between their conclusions and the evidence for their conclusions.


Benchmark Pre-requisites Main Idea and Supporting

Details Making Inferences Drawing Conclusions Sequence of Events Recognize Text Structures Recognize Text Features

Benchmark Vocabulary

Use Question Stem Cards/Task Cards Write story summaries.

ADVANCED:



Closure: 5 minWrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, etcSuggested Exit Slip: Revisit essential question Turn and talk Students should produce an end product

Grading Rubric: 5 minUse rubric provided below or:

Use rubrics provided on www.insideng.com or Create your own

Points Earned

Possible Points



15 pts.


10 pts.


10 pts.





Preview text features S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P. Think Alouds

Selection Vocabulary Create Creature




STANDARDS


TOOLS

Plot Setting Characters Climax Conflict Resolution Theme Fiction Tone Trait

I edited my writing for the grammar focus which is ______________________.

25 pts.


5 pts.

Destroy Evil Experiment Hideous Lonely Scientist

Learning Focus: Figurative LanguageSee Common Core & WIDA LA 6-8.2.1.7

RI & RL 6-8.1 RI & RL 6-8.2 CSS-RI-RL-10

WIDAWIDA STANDARDS



TOOLS

Figurative LanguageSee Common Core & WIDA LA.6-

8.2.1.7


Opening Routine: 5 minIntroduce Benchmark and objective, review EQ and CBC/Agenda

Core Text:Inside Level C Teacher’s Edition 1

PacingOctober- November

Weeks 9 and 10

End of Grading Period________




STANDARDS


TOOLS

CCSS RI & RL 6-8.4RI & RL 6-8.1RI & RL 6-8.2CSS-RI-RL-10

Continue with Vocabulary Benchmarks

LA.6-8.2.1.7: The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice sets the author’s tone and advances the work’s theme. The student will identify, analyze, interpret, and evaluate the author’s use of descriptive and/or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-level appropriate texts.Clarification: The student will identify, analyze, interpret, and evaluate the author’s use of descriptive or figurative language and will determine how the author’s use of language impacts meaning in a variety of grade-appropriate texts. Descriptive Language (e.g., tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire) Figurative Language (e.g., simile, metaphor, symbolism, personification, hyperbole, pun)CCSS RI & RL 6-8.4Clarification:Knowledge Targets

I will learn to identify figurative language in text (such as similes, metaphors and personification).

I will learn to explain how the author's use of figurative language further illustrates/expands the meaning and tone of the text.

Objective:


How does analyzing figurative language in text help the reader further understand the text?

How does the author use figurative language to illustrate meaning of text?

THEMATIC/SELECTION-RELATED ESSENTIAL QUESTION What do we learn about people and their artful expressions?

Text Selection: Icarus and Daedalus/Wings

Genre: Greek Myth/Short Story

Bell Ringer_15 Min. Benchmark Related Power Point Presentation (See Teacher Resources) and/or, Vocabulary Instruction: Deep teaching of 5 words that are crucial to the topic

and/or understanding of the texts or, CELLA Listening Component: http://esl-lab.com/ Quick write ADVANCED: Use Common Core Resources to target benchmark





You do (Independent Practice): Students work alone to demonstrate knowledge. This

Reading Selection:Unit 8: Art and Soul

Icarus and Daedalus TE p. 552

Wings TE p. 544Literary Focus:

Literary Analysis: Compare Characters (Allusions) TE p. 556

Vocabulary Support Focus on

Vocabulary: Go Beyond The Literal Meaning TE p. 496

Vocabulary Study: Analyze Similes TE p. 557

Grammar Focus: Use Complex

Sentences TE p.540Writing Focus:

Tell what Happened TE p. 541

Write About Myths TE p. 559

Media Support: http://insideng.com/

inside/teachers/levelC/unit8/resources/FL/diglib/Inside.DL.C8.3.Flying.pdf

Teacher Resources: http://insideng.com




STANDARDS


TOOLS




Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary definition of a word) (e.g., stingy, scrimping, economical, unwasteful, thrifty).





Students must explain how the author's use of

can be done in independent group or as an exit slip at the end of the class. The assignment should demonstrate understanding of the objective








LOW:

INTERMEDIATE:

ADVANCED:

Achieve 3000

Discovery Education

http://esl.lab.com/

http:// www.discoveryeducation.com/

..\..\ Figurative_lang_overview ppt..ppt






Main idea graphic




STANDARDS


TOOLS

figurative language further illustrates/expands the tone and meaning of the text.




CCSS RI & RL 6-8.2Clarification : Knowledge Targets

b. Students must know an author's use of motif (i.e. central idea) can help illuminate the theme of a particular text.

Reasoning Targetse. Students must analyze how

the interrelationships of literary elements influence the development of plot and subplots, complex characters, and themes in text.

f. Students must analyze how a theme or central idea develops over the course of








Points Earned

Possible Points



15 pts.


10 pts.


10 pts.

I edited my writing for the grammar focus which is _____________________.

25 pts.

I used correct punctuation. 25 pts.

organizers:http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf




Preview text features

S.W.A.G. W.I.N. and GIST Think-Pair-Share Role play Turn and talk Stop and Jot M.O.P.P Think Alouds

Selection Vocabulary Complain Drift Droop




STANDARDS


TOOLS

the text, including evidence from the text as support.

g. Students must explain how specific details from the text refine or create subtle distinctions that shape the theme.

h. Students must use a range of textual evidence to support summaries and interpretations of texts (e.g., purpose, plot/subplot, central idea, and theme).

Product Targetsb. Students will provide an

objective summary.CCSS RI & RL 6-8.1Clarification:Reasoning Targets

Students must know textual evidence is a quote, paraphrase, or summary from a text that supports a specific argument or claim that is being made.

Reasoning Targets Students must draw

inferences from literary text to make and support an analysis.

Students must support their conclusions with explicit and implicit textual evidence.

Students must determine the textual evidence that

I completed the exit activity. 10 pts.I follow the instructions in every assignment presented today.

5 pts. Impressed Proud Struggle Useless Whisper




STANDARDS


TOOLS

best supports their conclusions.

Students must explain the relationship between their conclusions and the evidence for their conclusions.

CCSS RI & RL 6-8.10Clarification:Read and comprehend complex literary and informational texts independently and proficiently

Benchmark Pre-requisites Make Inferences Understand Main Idea Understand Theme Understand Multiple

Meaning Words Understand Structure of

Poetry

Benchmark Vocabulary Metaphor Simile Personification Onomatopoeia Allusion Alliteration Rhyme

Documents

maldenells.wikispaces.comLevel... · Web viewanother literary text. Students must know words have connotations (associations or secondary meanings) as well as denotations (the dictionary