| Teacher | Ginger Barnhart |
|---|---|
| Subject Area | ELA |
| Grade Level | 8 |
| Week # | 09/23/2019 |
| Unit of Instruction | Culture & Belonging |
| Standard(s) Taught |
|---|
LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence LAFS.8.W.1.1a Introduce claim, distinguish from opposing claim, organize reasons and evidence logically LAFS.8.W.1.1b Support claim with logical reasoning and relevant evidence LAFS.8.W.1.1c Use words, phrases, and clauses to create cohesion LAFS.8.W.1.1d Establish and maintain formal style LAFS.8.W.1.1e Provide concluding section that follows from and supports the argument presented LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research LAFS.8.SL., 1.2 Analyze the purpose of information presented in diverse media LAFS.8.RI.3.7 Determine the advantages and disadvantages of media LAFS.8.RI.1.1 Cite textual evidence that supports inferences LAFS.8.RI.1.3 Analyze how a text makes connections LAFS.8.RI.2.6 Determine an author’s point of view and purpose |
| Learning Targets and Learning Criteria |
To make predictions about text To build background knowledge To identify imagery in text To reflect on language in text To engage effectively in a collaborative discussion, building on others’ ideas and expressing your own clearly. 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 Determine a theme or central idea of a text and analyze its development over the course of the text Determine author’s purpose To determine filmmaker’s purpose and main ideas To make connections between texts and film To analyze the purpose of information presented in diverse media To choose relevant supporting evidence to support a claim |
| Classroom Activities |
Define vocabulary using base words and context clues Teacher-led reading The House on Mango Street, discussion of language and themes The House on Mango Street double-entry journal Close Reader Workbook: ‘What to Bring’ Silent/Independent reading Station rotations/blended learning Watch ‘New Immigrants Share Their Stories’ documentary Class discussion on film’s themes, students’ reactions, and documentary as a medium Newsela.com |
| Assignments Due |
New Immigrants Share Their Stories quiz ThinkCERCA direct instruction lesson Performance Assessment book pages annotated Close Reader “What to Bring” |
| Additional Resources |
PowerPoint My.hrw.com for ‘New Immigrants Share Their Stories’ documentary Collections Textbook: ‘New Immigrants Share Their Stories’ Closer Reader Workbook The House on Mango Street novel Newsela.com |