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Bayou View Middle School – Weekly Lesson Plans
Week of: Aug. 8th-12th
Teacher: T. Morris
Classroom News/Information:
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First Week of School 2016-2017
Theme: American Cities READY
Workbook
Infinitives and Infinitive Phrases 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:
Begin a
sentence with
a subject.
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)
Subject: 8th Grade ELA- Regular
Homework:
Monday: p. 87 Implied Main Idea; Unpacking the Standard
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
Ready CC Workbook, Lesson 1
TW discuss the standard, RI.8.2. SW discuss words they do not understand.
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 text 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. SW complete the Implied Main Idea
handout for homework.
Assessment
Teacher
Observation;
Discussion
Closure
How can you
identify an
infinitive?
in general
and their
function in
particular
sentences.
TW distribute Powerpoint Slides/Notes on Infinitives and Infinitive Phrases
SW review and complete Examples (p. 2) orally with teacher.
SW rewrite the standard, RI.8.2, in their own words.
TW review the students’ standard rewrites, allowing volunteers to share their ideas.
TW Review Homework, Implied Main Idea orally with students.
TW Review infinitives, Ready CC Lesson 5 (back of 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: Begin
a sentence
with an article
and a subject.
 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.
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 and 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 and 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. (TB p.3)
TW pose the
question: How
can I change
the verb
prospered
into an
infinitive?
Teacher
Observation;
Discussion
TW tell students they will continue reading about San Antonio.
SW work in partners to 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.
(To prosper)
Use the new
infinitive
verb in a
sentence.
SW share
responses.
TW have students circle the answer to the multiple choice question.
SW answer the open ended question on page 5.
**If students need help with the final activity, the TW have them go back and
reread all the details in the account they circled or underlined, reminding 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.
SW complete the Identify the Main Idea handout for homework.
Wednesday
Sentence
 RI. 8.2
List 5
TW review homework, Complete Reading Comprehension Worksheet, Identify the
Guided
TW pose the
August 10
Variation
Models: Begin
a sentence
with an
adjective and a
subject.
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
adjectives.
Main Idea, page 16.
Use 3 in a
sentence.
TW review infinitive verbs and phrases with students. TW review the
terms: subject, direct object, predicate nominative, adjective, and adverb.
Ready CC 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.
question: How
can I change
the verb
teetering in
to an
infinitive
verb?
(To teeter)
Use the
infinitive
verb in a
sentence.
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)
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.
Regular
Schedule
Instruction
SW share
responses.
SW complete the Infinitive Phrase or Prepositional Phrase Homework.
Thursday
August 11
Regular
Schedule
Sentence
Variation
Models: Begin
a sentence
with an adverb
before the
subject.
 RI. 8.2
The student will
determine a central
idea of a text and
analyze its
development over the
course of the text,
List 5 adverbs.
Use 2 in a
sentence.
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.
Teacher
Observation:
Discussion
Locate 10
prepositional
phrases
within
NEWSELA
article.
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.
SW work independently to respond to the 4 MC questions regarding the
article.
TW review responses with students.
SW review infinitives/infinitive phrases on the promethian 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.
August 12
AM Activity
Schedule
Friday
Sentence
Variation
Models: Begin
a sentence
with a
prepositional
phrase used as
an adverb.
 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,
Students will complete Infinitive/Infinitive Phrases Quiz. (grade)
List a min. of
20
prepositions.
SW complete Ready CC Lesson 1, Common Core Practice, pages 8-10. (grade)
SW finish their Interactive Notebook page if needed.
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.
infinitives) in general
and their function in
particular sentences.