LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2 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.
LAFS.8.RL.1.3 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.
LAFS.8.RL.2.4 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 or allusions to other texts.
LAFS.8.RI.3.9 I can analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts differ on matters of fact or opinion.
LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
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
|Learning Targets and Learning Criteria|
• Students will be able to determine a theme or central idea of a text and analyze its development over the course of the text.
• Students will be able to identify and analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision.
• Students will be able to determine the meanings of words and phrases as they are used in a text, including figurative and connotative meanings.
• Students will be able to analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
• Students will be able to compare and contrast two texts.
• Students will be able to trace and evaluate arguments and evaluate supporting evidence to determine whether the evidence is relevant or irrelevant.
Bell Ringers: Free writes/vocabulary
Continue reading “The House on Mango Street” by Sandra Cisneros
Teacher-led and small group discussions on “The House on Mango Street”
Double Entry Journal- personal reflections for “The House on Mango Street”
“When Do Kids Become Adults?” (Collections Textbook)
DEAR time (independent reading)
ReadyFlorida lesson 19 – Evaluating Arguments
Language conventions – Shifts in voice and mood
Writing Instruction – Text marking strategies
ReadyFlorida Quiz (Diagnostic)
When Do Kids Become Adults Quiz (Formative)
Double-Entry Journals – First 5 Entries (Formative)
The House on Mango Street by Sandra Cisneros
ESE – Special Considerations based on IEP
504– Special Considerations based on Accommodation Plan
ESOL – Appropriate printed material, pre-teaching activities, various instructional approaches, student engagement and thinking activities, differentiation, check for content comprehension, resources for assistance, reinforce study skills, linguistic modifications, specific vocabulary, alternative assessment.