Space Exploration Two Weeks

ELALesson Plan

Teacher:8th Grade English Teacher

Grade:8th Grade

Lesson Title:The Story of Words

STRANDSWritingLanguageSpeaking and Listening

LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

For the unit on Space Exploration, we will be studying the stories behind the words we use today. Students will be researching various explorers in mathematics, science, astrology, literature, and history. They will be responsible for telling a story regarding their explorer. Through English/language arts, students will be studying the stories of words. Through this concentrated study, we will begin with studying root words, their definitions, and their origins. We will continue to study prefixes and suffixes as we experiment with constructing words with the roots and affixes to see how the definition changes with construction. Students will also become familiar with the spelling rules for adding prefixes and suffixes. To further the study of spelling, students will review homonyms, homographs, and homophones. To aid in the study of word origins and the changes of our language, film clips from ed.ted.com will be used throughout the lessons.

MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

Day One: How Did English Evolve?Students will begin this unit in English/language arts by watching a short video from ed.ted.com. This video illustrates how the English language evolved from as early as 400 C.E. and traces the development of language. The students are asked to determine if the two statements, “They gave us a cordial welcome” and “They gave us a hearty welcome” mean the same thing. http://ed.ted.com/lessons/how-did-english-evolve-kate-gardoqui

DAY Objectives(I can….)

Materials & Resources

Instructional Procedures DifferentiatedInstruction

Assessment

1 I can relate the development of language to writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

iPads

Common Roots Activity (Appendix A)

Essential Question(s):

How does the development of our language help with the development of writing narratives?

Remediation:

Visual learning with video

Working with a pair

Enrichment:

Prior knowledge of roots with pair work and adding origins

Formative Assessments:

Monitoring of the activity

1/2 Project Day – See Unit Plan

Going Where No Man has Gone Before – An Introduction

Set: Bring up the first screen of the hook. Discuss the three figures on the first screen and how they represent what the students will watch. The three figures are of the leader of England, the leader of the U.S., and the leader of France. Allow students to surmise why the three countries are depicted for the video “How Did English Evolve.” Show the hook.

Teaching Strategies:

a. Give the students time to talk about the video and if they already knew of the historical context of the development of the English language.

b. Have students open the Common Roots activity. Read over each root with the students.

c. With a pair, students are to think up words that have the particular roots and take a guess at what the root means.

d. With the teacher’s help, the students will work on three of the words together before they work with their pairs.

Summarizing Strategy: The teacher will have the students share some of the words they came up with and get their ideas on their definitions.

HomeworK: Students are to finish the activity.

2 I can use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

iPads

Common Roots Activity (Appendix A)

Common Prefixes Activity (Appendix B)

Common Suffixes Activity (Appendix B)

Essential Question (s):

How does understanding the origin of certain words contribute to the precision of narrative writing?

Remediation:

Group work

Website with answers

Enrichment:

Work with making words with roots and different prefixes and suffixes

Formative Assessment:

Monitoring the group work

Set: Have the students pull up the Common Roots Activity. Ask if there were any definitions that they could not come up with or if they could not think of a word with a particular root.

Teaching Strategies:

a. Have students pull up the website www.etymonline.com. Give them fifteen minutes to check their definitions and to place the origin beside the definition.

b. Have them pull up the Common Prefixes and Common Suffixes activity. Using the same website, have them define the prefixes and suffixes.

Summarizing Strategy: Have students get a taste of what tomorrow will hold. Ask for volunteers to make words using the roots, prefixes and/or suffixes.

Homework: Finish the prefixes and suffixes activities with all definitions.

3 I can use common, grade appropriate Greek or Latin affixes and roots as clues

iPads

Common Roots Activity (Appendix A)

Essential Question (s):

How do knowing Greek and Latin roots, prefixes, and suffixes aid in determining the meaning of words?

Remediation:

Game structure

Enrichment:

Formative Assessment:

Monitoring of game

to the meaning of a word.

Common Suffixes (Appendix B)

Common Prefixes (Appendix B)

Word Train Game (Appendix C)

Formation of new words

SET: Each student will make a word using a prefix, root, and suffix. Together we will determine the meaning of the word by putting together what a prefix, root, and suffix means.

Teaching Strategies:

a. Students will play the game Word Trains. It is through the game that students will make words with the roots and affixes and have to follow the rules of the game.

Summarizing Strategy: Students will share a few of their ‘word trains’ with the class.

HomeworK: Prepare for the test on Roots and affixes.

4

Project Day – See Unit Plan

Going Where No Man has Gone Before – Learning from a STEM Professional

5 Project Day – See Unit Plan

Going Where No Man has Gone Before – Research Day

6 I can use common, grade

iPads

Test on Roots and

Essential Question (s):

How do knowing Greek and Latin roots, prefixes, and suffixes aid in determining

Remediation:

Prompting upon

Summative Assessment:

appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

Affixes (Appendix D)

Homophones Reference Sheet (Appendix D)

the meaning of words? request

Enrichment:

Extra credit section on the test

Test on roots, prefixes, and suffixes

Set: Students will be given a time to review and ask questions before the test on roots and affixes.

Teaching Strategies:

a. Students will take the test on roots and affixes.

Summarizing Strategy: Students will have the opportunity to work through the whole class period to finish the test.

Homework: Become familiar with the homophones reference sheet.

7 I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Essential Question(s):

How will narrative writing be enhanced through the appropriate spelling of homophones for the context of the sentence?

Remediation

Choosing of activity

Enrichment

Choosing of activity

Summative Assessment

Comic strip

Set: There will be three sentences on the board for students to place the correct homophone in: _______ dog went over _____ and _______ quite irritated with him. (Their, there, they’re). _____ days after the deadline is _____ many for me ___ give it any thought. (Two, too, to) By the ______, you _______ exactly what you should for your age bracket. (Way, weigh)

Teaching Strategies:

a. Students will review the homophones reference sheet with the instructor.b. Students will brainstorm on how using the wrong homophone could change

the meaning of the sentence.c. Students will go to the Comic Creator website

http://www.readwritethink.org/files/resources/interactives/comic/

d. Students will make a comic strip using one set of the homophones with a message that has been misconstrued because of the inappropriate use of

the homophone.e. Students will airplay their cartoons.

Summarizing Stragegy: Students will explain their cartoons

8. Project Day – See Unit Plan

Going Where No Man has Gone Before – Finalize Story

9 Project Day – See Unit Plan

Going Where No Man has Gone Before – Peer and Teacher Review

10

Project Day – See Unit Plan

Going Where No Man has Gone Before – Storytelling Festival

STANDARDS Identify what you want to teach. Reference State, Common Core, ACTCollege Readiness Standards and/or State Competencies.

W 8.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W 8.3a – Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfold naturally and logically.

W 8.3b – Use narrative techniques, such as dialogue, pacing description, and reflection, to develop experiences, events, and/or characters.

W 8.3c – Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

W 8.3d – Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W 8.3e – Provide a conclusion that follows from and reflects on the narrated experiences or events.

SL 8.6 – Adapt speech to a variety of contexts and tasks, demonstrating command for formal English when indicated or appropriate.

L 8.4b – Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word.