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Bayou View Middle School – Weekly Lesson Plans Week of: Aug. 8th-12th Teacher: T. Morris Classroom News/Information: 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.