Download LPAug 8th-12th - Gulfport School District

Bayou View Middle School – Weekly Lesson Plans
Week of: Aug. 8th-12th
Teacher: D. Latimer/T. Morris
Classroom News/Information:
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First Week of School 2016-2017
Theme: American Cities IREADY
Infinitive and Infinitive Quiz on Friday,
8/12
IREADY Diagnostic Test for ELA begins
on Monday, 8/15! Show me what you
already KNOW!
Day/Date
Bell
Schedule
Bellringer
Monday
August 08
Regular
Schedule
Sentence
Variation
Models
Objectives
(“The student will…”)
 RI. 8.2
The student will 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.
 L.8.1a
The student will
demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
a.
Explain the
function of
verbals (gerunds,
participles,
infinitives) in
general and their
function in
particular
sentences.
Subject: 8th Grade ELA- Regular
Homework:
Monday: p. 87 Implied Main Idea
Tuesday: Complete Reading Comprehension Worksheet, Identify the Main Idea, page 16
Wednesday: Infinitive Phrase or Prepositional Phrase Assignment
Thursday: Review Infinitives and Infinitive Phrases (Notes, Homework, and Bellwork)
Friday: Have a wonderful weekend!
Anticipatory
Set
Define the
following
terms:
Noun
Verb
Adjective
Adverb
Procedures and Materials Needed
TI = Teacher Input, M = Modeling,
GP = Guided Practice, IP = Independent Practice
Iready, Lesson 1
Analyzing the Development of a Central Idea, page 3 only.
TW Read aloud the first paragraph, which introduces students to the concept of the
central idea.
TW Ask volunteers to distinguish in their own words between a topic and a central
idea about a topic. (Central Idea is what the author has to say about the topic.)
TW Encourage the students to examine the picture on page 3 closely and read the
caption. TW tell them to circle picture details that relate to the central idea
expressed in the caption.
TW call students attention to the TREE MAP on page 3. TW explain that the tree
map shows a way of understanding the relationship between the supporting details
and the central idea.
TW read aloud the central idea and the two supporting details. Discuss how the
supporting details are specific examples of how parks are great places for relaxation
and fun. Then have students add another supporting detail from the illustration to
the chart. (Sample response: Young people are playing soccer.)
TW ask students to share other examples the artist could have included in the
picture that would have served as supporting details for the central idea.
TW point out that sometimes the central idea is IMPLIED rather than EXPLICIT,
and students must infer what the central idea is.
SW describe an informational test that they have read recently and explain how
they used details to infer the central idea.
SW will complete p. 85 (handout) Direct Statement of Main Idea. TW
review/discuss responses with students.
TW distribute Powerpoint Slides/Notes on Infinitives and Infinitive Phrases
SW review and complete Examples (p. 2) orally with teacher.
Assessment
Teacher
observation
Closure
TW Review Homework, Implied Main Idea orally with students.
TW Review infinitives, Iready Lesson 5 (back of Iready Workbook) pages 249-250.
SW complete page 250 independently. TW review responses.
TW Introduce Infinitive Phrases using Notes. SW review and complete examples
orally with teacher.
Tuesday
August 09
Regular
Schedule
Sentence
Variation
Models
Wednesday
August 10
Regular
Schedule
Sentence
Variation
Models
 RI. 8.2
The student will 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.
 L.8.1a
The student will
demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
a. Explain the function
of verbals (gerunds,
participles,
infinitives) in general
and their function in
particular sentences.
 RI. 8.2
The student will 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.
 L.8.1a
TW invite volunteers to tell what they learned yesterday about analyzing the
relationship between a central idea and supporting details. TW tell students that in
this lesson they will learn to identify central ideas and supporting details when they
read a historical account about San Antonio.
Define the
following:
Central idea
Supporting
detail
Implied
explicit
TW read “San Antonio’s Remarkable History.” TW read paragraph 2. Ask students
what the paragraph is mostly about. (how the coming of the railroad contributed to
San Antonio’s growth in the decades after the Civil War.) TW direct students to
the word prospered in the first sentence. Tell students that when people prosper,
they don’t just grow, they are successful, and they do well financially. In the
context of a city’s growth, ask students what prospered means. (expand in a
successful way, thrive) TW read the questions “What is the central idea? How does
the author use details to develop the central idea?”
TW perform a Think Aloud to demonstrate a way to answer the questions. (TBp. 3)
Class Discussion
Teacher
observation
TW pose the
question: How
can I change
the verb
prospered in
to an
intransitive
verb?
(To prosper)
Use the
intransitive
verb in a
sentence.
TW tell students they will continue reading about San Antonio.
TW have students read the final paragraph and underline supporting details, as
directed by the close reading on page 4.
TW ask volunteers to share the details they underlined and explain what central
idea they support.
SW share
responses.
TW have students circle the answer to the question.
**If partners need help with the final activity, have them go back and reread all the
details in the account they circled or underlined. Remind them that the central idea
combines two main ideas—that San Antonio is a modern, thriving city and it has a
rich history. Have partners think about how the city’s history contributed to its
growth into a modern city. That will help them see how all the ideas in the account
connect together.
TW review homework, Complete Reading Comprehension Worksheet, Identify the
Main Idea, page 16.
List 5
adjectives.
Use 3 in a
sentence.
TW review intransitive verbs and phrases with students. TW review the
terms: subject, direct object, predicate nominative, adjective, and adverb.
Iready Workbook, lesson 6, page 251. SW underline the infinitive phrase
in each sentence. Write subject, direct object, predicate nominative,
adjective, or adverb to tell how the infinitive phrase functions. SW share
responses. TW discuss responses and clarify as needed.
Guided
Instruction
TW pose the
question: How
can I change
the verb
teetering in
to an
intransitive
verb?
(To teeter)
Thursday
August 11
Regular
Schedule
Sentence
Variation
Models
The student will
demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
a.
Explain the function
of verbals (gerunds,
participles,
infinitives) in general
and their function in
particular sentences.
SW complete page 252, 1-5 independently. TW review responses.
SW read a historical account about New York City twice. After the first
reading, TW ask three questions to check for understanding of the text.
1.
What two cities did the Brooklyn Bridge join? (Brooklyn and New
York)
2. Why do you think the author included information about railroads,
steamships, the telephone, and engineering feats in paragraphs 2
and 3? (These details provide historical context by describing
other innovations that were developed during this period and
moved society forward.)
3. How would the Brooklyn Bridge benefit Brooklynites and New
Yorkers? (It would open up new markets for Brooklyn goods. It
would help relieve overcrowding in New York City.)
Tw ask student to reread paragraph 1 and look at the Study Buddy think
aloud. What does the Study Buddy help them think about?
TW point out the word teetering paragraph 1, page 6. Tell student that
teeter-totter is another word for seesaw. Have a volunteer demonstrate
how a teeter-totter works. Based on the meaning of teeter-totter, ask
students what image comes to mind when they hear the word teetering?
(something going up and down repeatedly)
TW read the first sentence of the article. Discuss what the author means
by “life in New York and Brooklyn was teetering between old and new.” (the
cities were on the verge of leaving the old behind and entering the modern
age.)
TW as students based on what they know to define teetering—(to swing
unsteadily from one thing or position to another)
 RI. 8.2
The student will 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.
 L.8.1a
The student will
demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
a.
Explain the function
TW distribute NEWSELA article, Great Cities: Los Angles and “The Great
American Streetcar Scandal”. SW will work with a partner and create a
tree map analyzing how the supporting details of the article assist in
developing the maid idea. Students are required to state whether the main
idea is explicit or implied and provide at least 3 specific supporting details
located within the article.
SW work independently to respond to the 4 MC questions regarding the
article.
TW review responses with students.
List 5 adverbs.
Use 2 in a
sentence.
SW review infinitives/infinitive phrases on the permethian board. Teacher
resource, Analyzing English Grammar 2nd Edition Thomas P. Klammer page
345 Exercies 11.1, 1-4.
TW model portion of interactive notebook, page 1: Central Idea.
SW complete Central Idea and place in his/her interactive notebook.
Use the
intransitive
verb in a
sentence.
SW share
responses.
Guided
Instruction
Locate 10
prepositional
phrases
within
NEWSELA
article.
of verbals (gerunds,
participles,
infinitives) in general
and their function in
particular sentences.
August 12
AM Activity
Schedule
Friday
Sentence
Variation
Models
 RI. 8.2
The student will 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.
 L.8.1a
The student will
demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
Explain the function of
verbals (gerunds,
participles, infinitives) in
general and their function
in particular sentences.
List a min. of
20
prepositions.
Students will complete Infinitive/Infinitive Phrases Quiz. (grade)
SW complete Iready Lesson 1, Common Core Practice, pages 8-10. (grade)
Teacher Made
Quiz on
Infinitive/
Infinitive
Phrases
Common Core
Practice
How can you
utilize your
treemap from
the
NEWSELA
article to
write an
informative
summary of
the text?
Write an
informative
summary of
the
NEWSELA
article
utilizing your
tree map.