2013-2014 Intensive Reading (8...
Transcript of 2013-2014 Intensive Reading (8...
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction Literature: Los Americanos (Workshop 9)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 1
CONCEPT CONCEPT CONCEPT
Students will take the Scholastic Reading Inventory (SRI) during the first week of school to determine his/her reading ability level
Teachers instruct students via a “Book Walk” (T14)
Teachers will teach students the 90-minute instructional model (1st week of school)
1 week
Students will: o Watch an Anchor Video and answer
questions connecting to the video o Learn new vocabulary terms
1 Day
Students will: o Read Reading 1- Once Upon A
Quinceanera Pages 226-227 o Identify the steps used to identify
an author’s purpose for writing o Evaluate the author’s purpose
based on details in the essay o Use a graphic organizer to identify
the author’s main purpose and organize details that signal the author’s purpose
1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Students will be tested on a variety of skills within the Reading content area
Build background knowledge about the importance of Latino or Hispanic people living in the US LA.8.1.7.1
Preview the text to activate prior knowledge about the Latino/Hispanic culture LA.8.1.7.8
Respond to questions, stating and supporting opinions with reason LA.8.2.2.2
Preview text features to activate prior knowledge, set a purpose, and to generate questions before reading LA.8.6.1.1
Identify steps to the author’s purpose for writing LA.8.1.7.2
How do the various texts make connections among and distinctions
between individuals and the ideas in the three stories? RI.8.3
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Why is it important to use the Instructional Model in Read 180? SL.8.1
Drawing from background knowledge built at the beginning of this workshop, why did the author write the title of the workshop in Spanish instead of English? LA.8.1.7.2
Based on information from the story, how does the author feel about Quinceaneras? LA.8.1.7.2
VOCABULARY VOCABULARY VOCABULARY
Scholastic Reading Inventory (SRI) Reading Zone Word Zone Spelling Zone Success Zone
Distort Hostile Isolate Precede Ritual
Emulate Author’s Purpose Author’s Point of View
RESOURCES
Read 180 tools: o Rbook Teacher Edition o Rbook Student Edition o Computers (for SRI) &
Headphones w/ microphones o LCD Projector/TV/DVD Player o Headphone CD Players (Audio
Books)
Anchor Video Read 180 tools:
o Rbook Teacher Edition o Rbook Student Edition o Computers (for SRI) & Headphones
w/ microphones o LCD Projector/TV/DVD Player o Headphone CD Players (Audio
Books)
Anchor Video- Reading 1 Read 180 tools
Additional Information
Read 180 Implementation Guide Toolkit (Green Box)
Add vocabulary terms to the Word Wall Red Routine 4: Idea Wave
Add vocabulary terms to the Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Red Routine 3: Think, Pair, Share Novel: The True Confessions of Charlotte
Doyle (1st Nine Weeks)
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CONCEPT CONCEPT CONCEPT
Students will: o Read Gracias, Senor Clemente-
Reading 2 [Pages 228-235] o Understand the author’s point of
view o Practice identifying the author’s
purpose in a biography o Identify details that supports the
author’s purpose 2 Days
Students will: o Read Poultrymorphosis- Reading 3
[Pages 236-239] o Identify an unreliable narrator in a
story o Use text marking to find details
that can be used as evidence of an unreliable narrator
5 Days
Students will: o Complete a Word Challenge- Pages
240-241 o Review and use target words
expressively in discussion and in writing
o Use word study strategies such as: Idioms, Latin and Greek Roots
1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Preview text features to activate prior knowledge, set a purpose, and to generate questions before reading LA.8.6.1.1
Identify details to support the author’s purpose LA.8.1.7.2
Preview text features to activate prior knowledge, set a purpose, and to generate questions before reading LA.8.6.1.1
Identify details to support the author’s purpose LA.8.1.7.2
Use Latin and Greek Roots LA.8.1.6.1 Use Idioms LA.8.2.1.7
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
How does the text delineates the argument that Roberto Clemente was a sports hero? RI.8.8
Based on details from the passage, how does the author’s view of chicken create suspense and humor throughout the story? RL.8.6
How does knowing Greek and Latin roots help you understand the meaning of unfamiliar words? L.8.4b
VOCABULARY VOCABULARY VOCABULARY
Discrimination Customary Integrity
Metamorphosis
Integrity Isolated Preceded Ritual Distort Metamorphosis Discrimination Hostile
Emulate Customary RESOURCES
Anchor Video- Reading 2 Read 180 tools
Anchor Video- Reading 3 Read180 tools
Read 180 tools
2013-2014 Intensive Reading (8th Grade)
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Additional Information
Add vocabulary terms to the Word Wall Red Routine 3: Think, Pair, Share
Add vocabulary terms to the Word Wall Red Routine 3: Think, Pair, Share Checkpoint/Enrichment:
o Use additional resources from the RDI Book ~or~
o Read and Write Interactive (Glencoe Literature Florida Treasures)
Functional Documents: Consumer Choice Article and Technical Directions and Product Warranty Pages 109-120…Teacher will have to relate text to benchmark for this section (LA.8.1.7.2) ~or~
o Common Core Exemplars: o The Tale of the Mandarin Duck
by Katherine Paterson o Eleven by Sandra Cisneros
Add vocabulary terms to the Word Wall RDI Book 1: Pages 266, 268, & 272
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction Literature: Los Americanos (Workshop 9)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 1
CONCEPT CONCEPT CONCEPT
Writing Genre: Literature Critique Pages 242-249
Students will: o Identify elements of the
introduction, body, and conclusion in a Literature Critique
o Analyze the purpose of a Literature Critique
o Brainstorms ideas for a writing prompt and organize ideas for writing
o Write a draft and revise a Literature Critique
o Recognize and correctly use adjectives and adverbs
o Correct Fragments and Run-on sentences
5 Days
21st Century Literacy Pages 250-251 Students will:
o Analyze a company’s website o Evaluate ways to use technology for
communication o Read to find out about the career of
a Graphic Designer o Explore careers in Arts, A/V
Technology, and Communication 1 Day
Wrap-up Project Pages 252-253 Students will:
o Plan and present a storyboard from one scene in the workshop readings
o Write dialogue for the scenes o Provide feedback on peer’s
storyboard 2 Days
How do the various texts make connections among and distinctions
between individuals and the ideas in the three stories? RI.8.3
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STANDARD(S) STANDARD(S) STANDARD(S)
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Determine the text features of a text LA.8.6.1.1
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting, or a day or two) for a range of discipline- specific tasks, purposes, and audiences W.8.10
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly SL.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Drawing on several sources of research, why might someone choose to write a Literature Critique? W.8.7
How do the Company’s Website and the text about the Graphic Designer Matt Dojny help a reader understand this profession? RI.8.3
How can a storyboard sum-up a reading for someone? SL.8.1
VOCABULARY VOCABULARY VOCABULARY
Literature Critique Fragment Sentence Adverb Run-on Sentence Adjective
Graphic Designer
Storyboard
RESOURCES
Read 180 tools Read 180 tools Read 180 tools
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Additional Information
Add vocabulary words to Word Wall RDI Book 2: Writing an Opinion Page 116 RDI Book 2: Writing a Review Page 122 RDI Book 2: Adverbs Page 224 RDI Book 2: Correcting Run-on Sentences
Page 242 ~or~ Use the Glencoe Language Arts Course 3:
Grammar and Composition Handbook: o Sentences and Fragments Page 68 o Simple, Compound, and Run-on
sentences Page 74 o Using Adjectives and Adverbs
page 164
Add vocabulary word to Word Wall Add vocabulary word to Word Wall Rskills Test #5
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- The Cutting Edge (Workshop 7)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 1
CONCEPT CONCEPT CONCEPT
Students will: o Watch an anchor video to build
background knowledge o Relate the Anchor Video to key
concepts o Learn and practice new vocabulary
1 Day
Students will: o Read The Bionic Arm (News Article)-
Reading 1 Pages 174-175 o Identify steps used to find problems
and solutions o Find problems, solution attempts,
and the solution in a news article o Organize information in a problem
and solution graphic organizer 1 Day
Students will: o Read Medical Marvels: Amazing
Inventions That Changed the World (Science Text)- Reading 2 Pages 176-179
o Practice finding problems and solutions in a science text
o Use text marking to identify problems and solutions
1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Preview the text to activate prior knowledge about medical innovations LA.8.1.7.1
Preview Text Features to make predictions about the reading LA.8.6.1.1
Preview Text Features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.6.1.1 & LA.8.1.7.1
Identify problems and solutions in a news article LA.8.2.1.2
Use a graphic organizer to organize information about problem and solution LA.8.1.7.5
Summarize a news article LA.8.1.7.3
Preview Text Features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.6.1.1 & LA.8.1.7.1
Identify problems and solutions in a science text LA.8.2.1.2
Review strategies for finding details in a text
Summarize a science text LA.8.1.7.3
Citing specific evidence from the text, support your analysis of
having a doctor treat you with the newest technology or by using
traditional methods of medicine. RI.8.1
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Based on the video and the preview of the text, what is the central idea of the workshop and how does the author develop this idea over the course of the text? RI.8.2
After reading that Bionic Arms are similar to real arms, how can we assess whether or not the evidence presented in the article is relevant and sufficient? RI.8.8
How are the ideas in The Bionic Arm and Medical Marvels… connected? Use evidence from the two stories to support your answer. RI.8.3
VOCABULARY VOCABULARY VOCABULARY
Facilitate Flexible Offset Remote Restore
Undergo Category Enhance
RESOURCES
Read 180 tools Anchor Video- Reading 1 Read 180 tools
Anchor Video- Reading 2 Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Create Smartboard activities to enhance
vocabulary instruction
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think, Pair, Share
Add vocabulary terms to Word Wall Red Routine 8: React and Write
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CONCEPT CONCEPT CONCEPT
Students will: o Read Operation Robot (Science
Report)- Reading 3 Pages 180-183 o Apply strategies to find problems
and solutions in a science report o Use text markings to identify
problems and solutions o Review strategies for reading for
details 5 Days
Students will: o Take a Word Challenge Pages
184-185 o Use target words in new contexts,
using the words expressively in discussion and in writing
o Practice word study strategies like dictionary skills and compound words
1 Day
Writing Genre: Expository Essay Pages 186-193
Students will: o Identify elements of the
introduction, body, and conclusion in an expository essay
o Analyze the purpose of an expository essay
o Brainstorm ideas for a writing prompt
o Organize ideas for writing an expository essay
o Write a draft to an expository essay
o Revise an expository essay o Identify and distinguish between
subject and object pronouns o Use negatives correctly o Use technology, including the
internet, to produce and publish expository essay
5 Days
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STANDARD(S) STANDARD(S) STANDARD(S)
Preview Text Features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.6.1.1 & LA.8.1.7.1
Learn new vocabulary and practice previously taught words LA.8.1.6.1[2,3,5]
Identify problems and solutions in a science report LA.8.2.1.2
Review and interpret a diagram LA.8.6.1.1 Summarize a science report LA.8.1.7.3
Review and apply meaning of target words LA.8.1.6.1
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.2a,b,c,d,e,f
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
What inference can be drawn from the text about the reason a doctor would use a robot during surgery? Cite specific evidence from the story. RI.8.1
How does consulting general and specialized reference materials help to clarify meanings to unfamiliar words? L.8.4b
How might a student use an expository essay in a Science or Social Studies class? SL.8.1
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VOCABULARY VOCABULARY VOCABULARY
Via Widespread
Enhance Restore Widespread Remote Facilitate Undergo Flexible Offset Category Via
Expository essay Subject Pronouns Object Pronouns Double Negatives
RESOURCES
Anchor Video- Reading 3 Read 180 tools
Read 180 tools Smartboard vocabulary practice Vocabulary Graphics online
http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/literacy/summerinstitute/presentres/secondarylogs-archer.doc
Read 180 tools Smartboard writing practice
Additional Information Add vocabulary terms to Word Wall Red Routine 4: Idea Wave RDI Book 1: Problem and Solution Pages 300-
301 Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
From The Diary of Anne Frank Pages 293-318 ~or~
o Common Core Exemplars Little Women (Chapter 2- A
Merry Christmas) by Louisa May Alcott
Sorry Wrong Number by Louise Fletcher (Note: Teacher may have to pull a different version of the exemplar off-line)
RDI Book 1: Using a Dictionary Page 244 RDI Book 1: Compound Words Page 236
Add vocabulary terms to Word Wall RDI Book 2: Expository Writing Pages 86, 92,
110 RDI Book 2: Subject and Object Pronouns Page
212 RDI Book 2: Avoiding Double Negatives Use the Glencoe Language Arts Course 3:
Grammar and Composition Handbook: o Pronouns as Objects of Prepositions
Page 176
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading
UNIT TITLE: Nonfiction- The Cutting Edge (Workshop 7)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1 Grading Period: 1
CONCEPT CONCEPT CONCEPT 21
st Century Literacy- Use a Lab Manual
Pages 194-195 Students will:
o Read and use a lab manual o Synthesize information describing a
scientific procedure o Read to find out about the career of
a medical technologist o Explore careers in Health Science
1 Day
Wrap-up Project- Hold a Debate Pages 196-197 Students will:
o Gather information to support a position
o Understand multiple perspectives o Consider the benefits and risks of an
issue for a debate o Present effectively during a debate
2 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Identify aspects of a specific job, including qualifications, prerequisites, and salary LA.8.1.7.3- Details
Synthesize information from a lab manual LA.8.6.2.2
Draw conclusions based on a schedule LA.8.1.7.3
Synthesize information from various readings (LA.8.6.2.2)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly SL.8.1
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation d SL.8.4
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest SL.8.5
Citing specific evidence from the text, support your analysis of
having a doctor treat you with the newest technology or by using
traditional methods of medicine. RI.8.1
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
How do you identify conflicting information within a text and what do you do when information on the same topic conflicts? RI.8.9
How do the advantages out-weigh the disadvantages of using different mediums to present a particular idea? RI.8.7
VOCABULARY VOCABULARY VOCABULARY
Lab manual Medical Technologist
Prosthetic Robotic surgery system
RESOURCES
Read 180 tools Read 180 tools Set room up for a debate Allow students to research to support their
claims Socratic Seminar: Supporting Claims and
Counterclaims (Teacher resource to view before the debate) https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom
Additional Information
Add vocabulary terms to Word Wall Visit www.careers.org or
www.careerclusters.org for more information about careers
Add vocabulary terms to Word Wall Download Wrap-Up Test FII W7 from SAM
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- Crash! (Workshop 8)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 2
CONCEPT CONCEPT CONCEPT
Activate prior knowledge and build background about the changes in the economy
Use viewing strategies to identify important information
Express and support personal views Preview workshop selections and activate
prior knowledge, relating them to the anchor video key concepts
Learn and practice vocabulary 1 Day
Students will: o Read Money Problems: Is Anybody
Listening?- Reading 1 Pages 200-201 o Identify the steps used to
compare/contrast o Compare and contrast ideas in a
news article o Organize similarities and differences
on a graphic organizer 1 Day
Students will: o Read Too Good to be True?-
Reading 2 Pages 202-205 o Practice comparing and contrasting
ideas in a magazine article o Practice using compare-and
contrast signal words o Use text marking to identify
comparisons and contrasts 1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Build background knowledge about the changes in the economy LA.8.1.7.1
Respond to questions, stating and supporting opinions with reasons and explanations LA.8.6.2.2
Compare and contrast within a text LA.8.1.7.7
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.6.1.1
Use graphic organizer to compare and contrast information LA.8.1.7.5
Compare and contrast within a text LA.8.1.7.7
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.6.1.1
Use graphic organizer to compare and contrast information LA.8.1.7.5
What is the central idea and how does the author develop this idea
over the course of the text? Provide an objective summary of the
text. RI.8.2
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
After analyzing the photograph on page 198, why do you believe the people look worried? LA.8.1.7.4
Drawing on textual evidence, why might it help someone going through financial troubles to hear that other people have similar problems? Support your answer with an analysis of what the text says explicitly. RI.8.1
Drawing from evidence in the text, what should someone do if they lost a money-making deal? Support your answer with an analysis of what the text says explicitly. RI.8.1
VOCABULARY VOCABULARY VOCABULARY
Client Depression Finance Fraud Proprietor
Acknowledge
Ethics Sector
RESOURCES
Anchor Video Read 180 tools Smartboard vocabulary games
Anchor Video- Reading 1 Read 180 tool
Anchor Video- Reading 2 Read 180
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teach Vocabulary
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Red Routine 3: Think-Pair-Share Novel: To Kill A Mocking Bird (2nd Nine
Weeks)
Add vocabulary terms to Word Wall
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CONCEPT CONCEPT CONCEPT
Students will: o Read What Goes Up, Must Come
Down- Reading 3 Pages 206-209 o Apply strategies to compare and
contrast ideas in an economics text
o Use text markings to identify comparison and contrast
o Review strategies for finding problems and solutions in a text
o Read and interpret information from a line graph
5 Days
Students will: o Take a Word Challenge Pages
210-211 o Review and use target words in
new contexts, using the words expressively in discussion and in writing
o Practice word study strategies like word families and noun endings
1 Day
Writing Genre: Personal Narrative Pages 212-219
Students will: o Identify Elements of the
introduction, body and conclusion in a personal narrative
o Analyze the form and purpose of a personal narrative
o Brainstorm ideas to a writing prompt
o Organize ideas for writing a personal narrative
o Draft a personal narrative o Edit and revise a personal
narrative o Identify and correctly use
comparative adjectives o Correctly use quotation marks
5 Days
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STANDARD(S) STANDARD(S) STANDARD(S)
Compare/Contrast LA.8.1.7.7 Preview text features to activate prior
knowledge, set purpose, and generate questions before reading LA.8.6.1.1
Use graphic organizer to compare and contrast information LA.8.1.7.5
Read and interpret a line graph LA.8.6.1.1
Review and apply meaning of target vocabulary LA.8.1.6.1
Use context clues LA.8.1.6.3 Choose appropriate noun endings
LA.8.1.6.7
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences W.8.3a,b,c,d,e
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Drawing on evidence from the text, what is the difference between spending money on something you want and spending money on something you need? Support your answer with an analysis of what the text says explicitly. RI.8.1
After learning that a noun ending can be added to make a plural noun or to change a noun into an adjective, how would you form the plural of nation? LA.8.1.6.7
Based on your experience with Personal Narratives, when might it be appropriate for a student to write this type of essay? Why? SL.8.1
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VOCABULARY VOCABULARY VOCABULARY
Inflation Maximize
Proprietor Depression Finance Inflation Sector Ethics Maximize Fraud Client Acknowledge
Personal Narrative Quotation Marks
RESOURCES Anchor Video- Reading 3 Read 180 tools Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
Functional Documents: Poster and Contract Pages 247-254
Comparing Literature: from Beowulf and Racing the Great Bear Pages 179-200
Comparing Literature: from Tom Sawyer and Born Worker Pages 57-82 ~or~
o Common Core Exemplars I, Too, Sing America by
Langston Hughes Let America be America Again
(online @ www.poets .org) by Langston Hughes
Read 180 tools Smartboard vocabulary practice Vocabulary Graphics online
http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/literacy/summerinstitute/presentres/secondarylogs-archer.doc
Read 180 tools Smartboard activities for writing practice
Additional Information
Add vocabulary terms to the Word Wall
RDI Book 1: Inflectional Endings Pages 119, 260
Add vocabulary terms to the Word Wall Checkpoint/Enrichment:
o RDI Book 2: Personal Narrative Pages 14, 20, 26, 32, 38
o RDI Book 2: Adjective that Compare Page 220 o RDI Book 2: Commas with Quotation Marks
Page 236 o RDI Book 2: Using Dialogue Page 31 ~or~ o Use the Glencoe Language Arts Course 3-
Grammar and Composition Handbook: Adjectives Page 144 Comparative and Superlative
Adjectives Page 149
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Book)
UNIT TITLE: Nonfiction- Crash! (Workshop 8)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1 Grading Period: 2
CONCEPT CONCEPT CONCEPT
21st Century Literacy- Analyze a Business Ad Pages 220-221
Students will: o Analyze a business advertisement o Make decisions about the
credibility of a pop-up internet advertisement
o Read to find out about the career of a financial planner
o Explore careers in Finance 1 Day
Wrap-up Project: Create a Business Plan Pages 222-223
Students will: o Understand the steps in creating
and proposing a business plan o Ask questions in order to build an
effective business team o State a purpose, assign roles, and
strategize the success of a new business
o Provide feedback on a peer’s business plan
2 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Identify aspects of a specific job including qualifications and salary LA.8.2.2.4 & LA.8.6.1.2
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly SL.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
How is a financial planner’s job similar to an accountant’s? LA.8.1.7.7
Why might a plan be important to a business that’s getting started? LA.8.1.7.3
What is the central idea and how does the author develop this idea
over the course of the text? Provide an objective summary of the
text. RI.8.2
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VOCABULARY VOCABULARY VOCABULARY
Financial Planner
Business Plan
RESOURCES
Read 180 tools
Read 180 tools Present Business Plan to class and local
banks
Additional Information
Add vocabulary terms to Word Wall Visit www.careers.org or
www.careerclusters.org for more information about careers
Add vocabulary terms to Word Wall Rskills Test #4
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- Dare to Lead (Workshop 5)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 2
CONCEPT CONCEPT CONCEPT
Preview workshop selections and activate prior knowledge, relating them to the Anchor Video key concepts
Practice vocabulary and generate examples
1 Day
Students will: o Read Reading 1- Rocking for a Good
Cause Pages 114-115 o Identify the steps used to make an
inference o Make inferences based on events in
a news article o Use a graphic organizer to help
make inferences 1 Day
Students will: o Read Reading 2- Richard Anywar: A
Former Child Solider Rebuilds Lives Pages 116-119
o Practice making inferences from details in a profile
o Use text markings to find details that lead to making inferences
o Use a graphic organizer to make inferences
1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
View strategies to build background knowledge and activate prior knowledge LA.8.1.7.1
Preview text to activate prior knowledge about leadership LA.8.1.7.8
Learn new vocabulary and generate examples to reinforce meaning LA.8.1.6.1
Identify the steps used to make an inferences LA.8.1.7.3
Preview text features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.1.7.1, LA.8.6.2.2, & LA.8.6.1.1
Use graphic organizers to organize information about making inferences LA.8.1.7.5
Identify the steps used to make an inferences LA.8.1.7.3
Preview text features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.1.7.1, LA.8.6.2.2, & LA.8.6.1.1
Use graphic organizers to organize information about making inferences LA.8.1.7.5
Based on the information presented in the various texts, what do
good leaders have in common? Write an explanatory essay
examining the topic of a good leader and convey ideas as to how
good leaders are similar. W.8.2
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Based on the information viewed in the video, effectively communicate what you believe a good leader should to be able to do? Collaborate with a partner to build on each other’s ideas and to express your own clearly. SL.8.1
Drawing on evidence from the passage, what might a rock band do to support a good cause and why? RI.8.1
How might Ricky’s childhood experiences have prompted him to help others? Tell how the texts make connections between the events that led up to Ricky helping others. RI.8.3
VOCABULARY VOCABULARY VOCABULARY
Framework Mutual Tolerate Ultimate Unify
Diverse
Advocate Aspirations
RESOURCES
Anchor Video Read 180 tools Smartboard vocabulary games
Anchor Video- Reading 1 Read 180 tools
Anchor Video- Reading 2 Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think-Pair-Share
Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share
2013-2014 Intensive Reading (8th Grade)
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CONCEPT CONCEPT CONCEPT
Students will: o Read Reading 3- Lessons for the
Leaders of Tomorrow Pages 120-123
o Apply strategies for making inferences
o Use text markings to find details that lead to making inferences
o Review strategies for understanding cause and effect
5 Days
Students will: o Take a Word Challenge Pages
124-125 o Review and use target words in
new contexts, using the words expressively in discussion and in writing
o Practice word study strategies like verb endings and word families
1 Day
Writing Genre: Persuasive Essay Pages 126-133 Students will:
o Identify elements if introduction, body, and conclusion in a persuasive essay
o Analyze the purpose and form of a persuasive essay
o Brainstorm ideas for a writing prompt o Organize ideas for writing a persuasive essay o Write a draft of a persuasive essay o Revise a persuasive essay o Identify and correctly use past-tense forms of
irregular verbs o Use commas correctly o Use technology to produce and publish a
persuasive essay
5 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Apply strategies to make inferences from details in a magazine article LA.8.1.7.3
Preview text features to activate prior knowledge, set a purpose, and generate questions before reading LA.8.1.7.1, LA.8.6.2.2, & LA.8.6.1.1
Review strategies for identifying cause and effect LA.8.1.7.4
Review and apply meanings of target vocabulary LA.8.1.6.1
Write arguments to support claims with clear reasons and relevant evidence W.8.1a,b,c,d,e
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Why do you think Nelson Mandela is one of the leaders profiled in this magazine article? Cite textual evidence that most strongly support your analysis. RI.8.1
How does adding an ending to a verb change its meaning? L.8.1b
Why would someone choose to write a persuasive essay? SL.8.1
VOCABULARY VOCABULARY VOCABULARY
Dynamic Reinforce
Reinforce Advocate Ultimate Dynamic Mutual Aspirations Unify Framework Diverse Advocate
Persuasive Essay Irregular Verbs Commas
RESOURCES Anchor Video- Reading 3 Read 180 tools Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
Raymond’s Run Pages 1-20 The Tell-Tale Heart Pages 121-
134 Going, Going Green Pages 221-
236 ~or~
o Common Core Exemplars O Captain! My Captain! by Walt
Whitman The People Could Fly by Virginia
Hamilton
Read 180 tools Smartboard vocabulary practice
Read 180 tools Smartboard activities for writing
Additional Information
Add vocabulary terms to Word Wall
Add vocabulary terms to Word Wall
Add vocabulary terms to Word Wall Checkpoint/Enrichment:
o RDI Book 2: Persuasive Writing Pages 116, 122, 134
o RDI Book 2: Irregular Verbs Page 208 o RDI Book 2: Commas with Introductory Words
Page 232 ~or~ o Use the Glencoe Language Arts Course 3-
Grammar and Composition Handbook: Irregular Verbs Page 113
Using Commas Pages 262, 265, 266
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Book)
UNIT TITLE: Nonfiction- Dare to Lead (Workshop 5)
UNIT ESSENTIAL QUESTION:
SEMESTER: 1 Grading Period: 2
CONCEPT CONCEPT CONCEPT
21st Century Literacy- Read a Resume Pages 134-135
Students will: o Read and analyze a resume o Set goals that pertain to a
desired career o Find out about the career
counselor o Explore careers in Education and
Training
Wrap-Up Project- Create a Resume Pages 136-137
Students will: o Understand the steps for compiling
career goals and qualifications o Create a resume and present it
effectively o Use a resume to role-play a job
interview
STANDARD(S) STANDARD(S) STANDARD(S)
Read and evaluate information from a resume LA.8.2.2.2
Identify aspects of a specific job, including qualifications and salary
Create a resume W.8.4 Communicate thoughts and ideas
effectively through speaking and writing W.8.4, SL.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
After examining the resume, analyze why an employer might ask for this information. Cite textual evidence that most strongly support your analysis. RI.8.1
After writing your own resume, analyze why an employer might ask for this information from you. Cite textual evidence that most strongly support your analysis. RI.8.1
Based on the information presented in the various texts, what do
good leaders have in common? Write an explanatory essay
examining the topic of a good leader and convey ideas as to how
good leaders are similar. W.8.2
2013-2014 Intensive Reading (8th Grade)
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VOCABULARY VOCABULARY VOCABULARY
Resume
Career goals
RESOURCES
Read 180 tools
Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Visit www.careers.org or
www.careerclusters.org for more information about careers
Add vocabulary terms to Word Wall Role-play an interview
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Literature- Love and War (Workshop 6)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2
Grading Period: 3
CONCEPT CONCEPT CONCEPT
Students will: o Watch an Anchor Video o Build background knowledge
about forbidden love o Learn and use new vocabulary
1 Day
Students will: o Read Barriers- Reading 1 Pages 140-
141 o Identify the speaker/persona of a
poem o Use text marking for repetition in a
poem o Identify the theme of a poem
1 Day
Students will: o Read Romeo and Juliet- Reading 2
Pages 142-157 o Identify the elements in a story
including setting, plot, characters, and theme
o Use text markings to identify elements
o Practice sorting elements in a graphic organizer
8 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Use viewing strategies to build background about forbidden love LA.8.1.7.1
Use pre-reading strategies to develop ideas about the effects of rivalry on relationship LA.8.1.7.1
Learn and use new vocabulary LA.8.1.6.1
Preview text structure and figurative language to set a purpose for reading LA.8.1.7.5 & LA.8.2.1.7
Identify speaker/persona, use of repetition, and theme in a poem LA.8.2.12
Learn new vocabulary and practice previously taught words LA.8.1.6.1
Preview story elements and text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.1.7.5
Analyze setting, including setting changes and their effect on character changes LA.8.2.1.2
Analyze story theme to determine the author’s message LA.8.2.1.2
How does the overall theme develop over the course of the text
with the relationship of the characters, the setting, and the plot?
Provide an objective summary of the text. RL.8.2
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Based on the Anchor Video and prior knowledge, why might two people in love face disapproval of their relationship? SL.8.1
Based on the poem and the anchor video, what kind of barriers, or obstacles, do you think two people from different cultures who are in love might encounter? Cite textual evidence that most strongly support your analysis. RL.8.1
After reading the poem Barriers and the short story Romeo and Juliet, how does the structure of the texts differ and how this structure contribute to the meaning and style of the passages? RL.8.5
VOCABULARY VOCABULARY VOCABULARY
Barrier Eloquent Prevail Reluctant Thereby
Persona
Setting Characters Plot Theme Instance Encounter Ally Persuade
Compel
RESOURCES
Anchor Video Read 180 tools Smartboard vocabulary practice
Anchor Video- Reading 1 Read 180 tools
Anchor Video- Reading 2 Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary
Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Literary Elements Novel: Go Tell it on the Mountain (3rd Nine
Weeks)
RDI Book 1: Analyze Character Pages 306-307 RDI Book 1: Analyze Setting Pages 308-309 RDI Book 1: Analyze Plot Pages 310-311 RDI Book 1: Analyze Theme Pages 312-313 Red Routine 3: Think-Pair-Share Red Routine 4:Idea Wave Red Routine 8: React and Write Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
The Medicine Bag Pages 21-40 The Treasure of Lemon Brown
Pages 201-220 ~or~ o Common Core Exemplars
Paul Revere’s Ride by Henry Wadsworth Longfellow
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CONCEPT CONCEPT CONCEPT
Students will:
o Take a Word Challenge Pages
158-159
o Review and use target words in
new contexts, using the word
expressively in discussion and in
writing
o Practice word-study strategies like
synonyms and compound words
1 Day
Writing Genre: Literary Analysis Pages 160-
167
Students will:
o Identify elements in the introduction,
body, and conclusion
o Analyze the purpose and form of a
Literary Analysis
o Brainstorm a Literary Analysis prompt
o Organize ideas for writing a Literary
Analysis
o Draft a Literary Analysis
o Revise a Literary Analysis
o Identify and correctly use subject-
verb agreement
o Use possessive nouns correctly
5 Days
21st Century Literacy: Analyze an Email
Pages 168-169
Students will:
o Analyze an email
o Determine how co-workers
resolve conflict in an email
exchange
o Read to find out about the career
of an international mediator
o Explore careers in Education and
Training
1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Identify and choose appropriate
synonyms and compound words
LA.8.1.6.9
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking L.8.1
Read and analyze information in a business
email LA.8.6.2.2
Determine conflict resolution in an email
LA.8.2.1.2
Read and explore careers LA.8.6.2.2
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
The author mentions men fighting in the
streets. What is a synonym for fighting
that describes the action? RL.8.4
How would you make sure that a subject
and a verb agree? L.8.1
Evaluate the advantages and
disadvantages of using different mediums
(E.g. emails, text messages, printed texts,
chats, blogs, etc.) to communicate. RI.8.7
VOCABULARY VOCABULARY VOCABULARY
Ally Compel
Instance Prevail
Eloquent Reluctant
Barrier Encounter
Thereby Persuade
Literary Analysis
Subject
Verb
Possessive Nouns
International Mediator
RESOURCES
Read 180 tools
Smartboard vocabulary practice
Read 180 tools
Smartboard writing practice
Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Checkpoint/Enrichment:
o RDI Book 2: Writing an Opinion Page 116 o RDI Book 2: Writing a Review Page 122 o RDI Book 2: Subject Verb Agreement Page 210 o RDI Book 2: Possessive Nouns Page 214
~or~ o Use the Glencoe Language Arts Course 3-
Grammar and Composition Handbook: Making Subject-Verb Agreement
Page 216 Possessive Nouns Page 86
Add vocabulary terms to Word Wall Visit www.careers.org or
www.careerclusters.org for more information about careers
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Literature- Love and War
(Workshop 6)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2 Grading Period: 3
CONCEPT CONCEPT CONCEPT
Wrap-Up Project: Solve Problems Pages
170-171
Students will:
o Analyze and take notes on
potential solutions to a problem
o Solve problems by analyzing
benefits and risks of possible
solutions
o Present expert advice through
role play
o Provide feedback on a peer’s
advice
STANDARD(S) STANDARD(S) STANDARD(S)
Solve problems with solutions LA.8.2.1.2
How does the overall theme develop over the course of the text
with the relationship of the characters, the setting, and the plot?
Provide an objective summary of the text. RL.8.2
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
How does your peer’s advice reveal
different aspects of the character?
RL.8.3
VOCABULARY VOCABULARY VOCABULARY
Benefits
Risks
RESOURCES
Read 180 tools
Additional Information
Add vocabulary terms to Word Wall
Role-play a talk show
Rskills Test #3
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Literature- What Lies Beneath (Workshop 3)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2
Grading Period: 3
CONCEPT CONCEPT CONCEPT
Students will: o Use viewing strategies to build
background knowledge about good and bad in human nature
o Use pre-reading strategies to build background knowledge about the personalities of people present and the ones they hide
o Preview genre to make predictions o Respond to questions stating and
supporting opinions with reason o Learn and use new vocabulary
1 Day
Students will: o Read The Strange Case of Dr. Jekyll
and Mr. Hyde- Reading 1 Pages 56-71
o Identify elements of a short story o Practice sorting elements on a
graphic organizer o Practice analyzing the setting, plot,
and theme of a short story o Use text marking to identify story
elements o Review strategies for identifying
sequence of events 2-3 Days
Students will: o Read Shadow Watcher- Reading 2
Pages 72-73 o Analyze the speaker/persona in a
poem o Describe the mood in a poem o Analyze figurative language in a
poem 5 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Use strategies to build background knowledge LA.8.1.7.1
Make predictions LA.8.1.7.3 Learn and use new vocabulary LA.8.1.6.1
Preview story elements and text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.2.1.2 & LA.8.6.1.1
Analyze story elements LA.8.2.1.2 Use a graphic organizer to organize
information around story elements LA.8.1.7.5
Identify the speaker/persona in a poem LA.8.2.1.3
Determine mood in a poem LA.8.2.1.7 Analyze figurative language in a poem
LA.8.2.1.7
How does the theme- in relation to the characters, plot, and setting-
develop over the course of the two texts? Provide an objective
summary. RL.8.2
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
What do you believe the phrase “hidden dark side” refers to in the passage? How does this specific phrase impact the tone of the text? RL.8.4
How do the two characters, Dr. Jekyll and Mr. Hyde, point of view differ and how do these differences create suspense for the reader? RL.8.6
Why did the author choose to call the poem “Shadow Watcher?” How does this specific choice of words help the reader to understand the author’s tone? RL.8.4
VOCABULARY VOCABULARY VOCABULARY
Awe Character Interlude Prior Render
Embody Perpetual Devise Trivial Mood Classic
Figurative language
RESOURCES
Anchor Video Read 180 tools
Anchor Video- Reading 1 Read 180 tools
Anchor Video- Reading 2 Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 4: Idea Wave
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think-Pair-Share Red Routine 8: Read and Write
Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share RDI Book 1: Analyze Character Pages 306-307 RDI Book 1: Analyze Setting Pages 308-309 RDI Book 1: Analyze Plot Pages 310-311 RDI Book 1: Analyze Theme Pages 312-313 Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
Icarus and Daedalus Pages 135-144 The People Could Fly Pages 47-56 Saying Yes AND Who Can be Born
Black Pages 41-46 ~or~ o Common Core Exemplars
Black Ships Before Troy: The Story of Iliad by Rosemary Sutcliff
The Adventures of Tom Sawyer- from Chapter 2 “The Glorious Whitewasher” by Mark Twain
2013-2014 Intensive Reading (8th Grade)
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CONCEPT CONCEPT CONCEPT
Students will: o Take a Word Challenge Pages 74-
75 o Review and use target words in
new contexts o Practice word study strategies like
prefixes and suffixes 1 Day
Writing Genre: Descriptive Writing Pages 76-81
Students will: o Write a descriptive essay o Identify form, audience, and
purpose for writing o Brainstorm ideas from a writing
prompt o Write a draft to a writing prompt o Revise and edit a descriptive essay o Correct Run-on sentences o Use correct word order o Produce and publish a descriptive
essay 5 Days
21st Century Literacy: Visit a Fan Website Pages 82-83
Students will: o Read a fan website o Analyze elements of internet
media o Read to find out about the career
of a Webmaster o Explore careers in Information
Technology 1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Review and apply meaning of target vocabulary LA.8.1.6.1
Identify and choose appropriate prefixes and suffixes LA.8.1.6.8
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.2
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
Read and analyze internet media Explore careers in Information Technology
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
What does adding a prefix or suffix to a word do to its meaning? L.8.1
With a peer, discuss why a person would write a descriptive essay. SL.8.1
Should a fan website include the viewpoint of people who are not fans of the topic? Why or why not? Collaborate with a group to discuss your reasoning. SL.8.1
VOCABULARY VOCABULARY VOCABULARY
Awe Interlude Classic Render Devise Character Perpetual Embody Trivial Prior
Descriptive Paragraph Run-on sentence Order of words
Webmaster
RESOURCES
Read 180 tools
Smartboard vocabulary practice
Read 180 tools
Smartboard writing practice
Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Checkpoint/Enrichment:
o RDI Book 2: Descriptive Writing Pages 44, 50, 56, 62
o RDI Book 2: Correcting Run-on Sentences Page 242
o RDI Book 2: Using Correct Word Order Page 192 ~or~
o Use the Glencoe Language Arts Course 3- Grammar and Composition Handbook:
Simple, Compound, and Run-on Sentences Page 74
Add vocabulary terms to Word Wall Visit www.careers.org or
www.careerclusters.org for more information about careers
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: COURSE NAME:
UNIT TITLE: Literature- What Lies Beneath (Workshop 3)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2 Grading Period: 3
CONCEPT CONCEPT CONCEPT
Wrap-Up Project: Create a Webpage Pages 84-85
Students will: o Create a social networking page
using clear language that reflects the purpose and audience of the media
o Take notes on details demonstrating qualities of a fictional character
o Organize information about a character into a Web page
o Provide feedback to peer’s social networking page
STANDARD(S) STANDARD(S) STANDARD(S)
Create a social networking page using clear language that reflects the purpose and audience of the media W.8.4
Provide feedback to peer’s social networking page SL.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Why is it important to know your audience when creating a webpage? SL.8.1
How does the theme- in relation to the characters, plot, and setting-
develop over the course of the two texts? Provide an objective
summary. RL.8.2
2013-2014 Intensive Reading (8th Grade)
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VOCABULARY VOCABULARY VOCABULARY
Webpage
RESOURCES
Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Have students to create a webpage
online (If applicable)
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COURSE CODE: 100010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- The Science of Happiness (Workshop 4)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2
Grading Period: 3-4
CONCEPT CONCEPT CONCEPT
Students will: o Use viewing strategies to build
background knowledge about what makes us happy
o Preview the text to activate prior knowledge about happiness
o Preview text features to make predictions about the reading
o Learn and use new vocabulary 1 Day
Students will: o Read Three Keys to Happiness-
Reading 1 Pages 88-89 o Identify the steps used to find cause
and effect o Find cause and effect in a news
article o Use a graphic organizer to show
cause and effect relationships 1 Day
Students will: o Read The Emotion Doctor- Reading
2 Pages 90-93 o Practice identifying cause and
effect in a profile o Use text marking to identify cause
and effect o Use a graphic organizer to organize
causes and effects 1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.6.1.1
Respond to questions, stating and supporting opinions with reasons and explanations LA.8.2.2.2
Learn new vocabulary LA.8.1.6.1
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.6.1.1
Determine cause and effect LA.8.1.7.4 Use a graphic organizer LA.8.1.7.5
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.6.1.1
Determine cause and effect LA.8.1.7.4 Use a graphic organizer LA.8.1.7.5
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Citing on evidence from the video and the text, why do you think being with others make people happy? RI.8.1
Examine the photo and tell what it suggests about happiness? How does it connect to the message conveyed in the article? RI.8.3
Citing specific evidence from the text, what leads to happiness and why do these things cause a person to be happy? RI.8.1
How do the three articles make connections among the idea that
studying the brain help scientist understand what makes people
happy? RI.8.3
2013-2014 Intensive Reading (8th Grade)
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VOCABULARY VOCABULARY VOCABULARY
Perceive Secrete Psychology Stress Trait
Inclined Circuit Cite
RESOURCES
Anchor Video Read 180 tools Smartboard vocabulary activities
Anchor Video- Reading 1 Read 180 tools Smartboard cause and effect activities
Anchor Video- Reading 2 Read 180 tools Smartboard cause and effect activities
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 3: Think-Pair-Share Novel: A Raisin in the Sun (4th Nine
Weeks)
Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Red Routine 8: React and Write
2013-2014 Intensive Reading (8th Grade)
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CONCEPT CONCEPT CONCEPT
Students will: o Read Your Brain’s Social Life-
Reading 3 Pages 94-97 o Apply strategies to find cause
and effect in a science text o Use text marking to identify
cause and effect o Review strategies for finding
the main idea 5 Days
Students will: o Take the Word Challenge
Pages 98-99 o Review and use target words in
new context, using the words expressively in discussion and in writing
o Practice word study strategies like context clues and multiple meaning words
1 Day
Writing Genre: Expository Summary Pages 100-107
Students will: o Identify elements of the
introduction, body, and conclusion in an expository summary
o Analyze an expository summary o Brainstorm a writing prompt o Organize ideas for writing an
expository summary o Draft an expository summary o Revise an expository summary o Use correct verb tenses o Use commas in a series
5 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.6.1.1
Determine cause and effect LA.8.1.7.4 Determine main idea LA.8.1.7.3
Review target words in new context LA.8.1.6.1
Context clues LA.8.1.6.3 Multiple Meaning Words LA.8.1.6.9
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.2
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
2013-2014 Intensive Reading (8th Grade)
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Citing specific evidence from the text, why might happiness be something that you can “catch?” Support your analysis explicitly with what the text says. RI.8.1
How is the word “catch” being used in the following sentence: You can catch happiness the way you can catch a cold. RI.8.4
With a peer, discuss why a person would write an expository summary. SL.8.1
VOCABULARY VOCABULARY VOCABULARY
Heredity Interact
Psychology Circuit Interacted Trait Cite Secrete Stress Inclined Perceive Heredity
Expository summary Verb tense
RESOURCES
Anchor Video- Reading 3 Read 180 tools
Read 180 tools Smartboard vocabulary activities
Read 180 tools Smartboard writing activities
Additional Information Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Red Routine 4: Idea Wave RDI Book 1: Cause and Effect Pages 296-297 Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
Time: On Top of the World Pages 163-172
~or~ o Common Core Exemplars
Little Women: from Chapter 3 “A Merry Christmas” by Louisa May Alcott
Letter on Thomas Jefferson: from Chapter 6- Declaration Independence 1775-1776 by John Adams
Add vocabulary terms to Word Wall Checkpoint/Enrichment:
o RDI Book 2: Book Synopsis Page 98
o RDI Book 2: Verb Tense Pages 200, 202, 204, 206, 208, 210
o RDI Book 2: Using Commas in a Series Page 238 ~or~
o Use the Glencoe Language Arts Course 3- Grammar and Composition Handbook:
Present and Past Tense Page 103
Using Commas I, II, III Pages 262, 265, 266
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- The Science of Happiness (Workshop 4)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2 Grading Period: 3-4
CONCEPT CONCEPT CONCEPT
21st Century Literacy: Read a Blog Page…Pages 108-109
Students will: o Read and comprehend a blog
page o Analyze information online o Read and find out about the
career of a psychologist o Explore careers in Education and
Training 1 Day
Wrap-Up Project: Write an Email Pages 110-111
Students will: o Understand the steps for delivering
a proposal o Brainstorm in a group and ask
questions o Write an email to make a
recommendation o Provide feedback on a peer’s
writing 2 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Analyze a blog and explore careers Write an email and provide feedback to peers
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
What are the advantages of blogging an important topic, as oppose to sending a text message? RI.8.7
Why is it essential to know your audience when you email?
VOCABULARY VOCABULARY VOCABULARY
Blog Psychologist
How do the three articles make connections among the idea that
studying the brain help scientist understand what makes people
happy? RI.8.3
2013-2014 Intensive Reading (8th Grade)
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RESOURCES
Read 180 tools
Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Add vocabulary terms to Word Wall Rskills Test #2
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- Who’s Watching You (Workshop 1)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2
Grading Period: 4
CONCEPT CONCEPT CONCEPT
Students will: o Build background knowledge
about o Learn and use new vocabulary
Students will: o Read Too Much Information-
Reading 1 Pages o Identify the steps used to find the
topic, main idea, and details o Find the topic, main idea, and
details of a news article o Organize information around the
main idea in a graphic organizer
Students will: o Read Spy Gadgets- Reading 2 Pages o Practice finding the topic, main
idea, supporting details in a magazine article
o Use text marking to identify main idea and details
STANDARD(S) STANDARD(S) STANDARD(S)
Preview the text to activate prior knowledge about the benefits and risks of technology LA.8.1.7.1
Preview the text to activate prior knowledge about the benefits and risks of technology LA.8.1.7.1
Practice identifying the topic, important details, and main idea of a new article LA.8.1.7.3
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1 & LA.8.6.1.1
Practice identifying the topic, important details, and main idea of a text LA.8.1.7.3
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
How does technology help keep us safe? SL.8.1
Why is sharing information online inevitable? Cite textual evidence to support your stance. RI.8.1
In what ways are surveillance cameras helpful? In what ways are they invasive? Cite specific evidence from the reading to support your claim. RI.8.1
VOCABULARY VOCABULARY VOCABULARY
How can technology be used to help someone and to harm
someone? Analyze the three texts on the conflicting topic. RI.8.9
2013-2014 Intensive Reading (8th Grade)
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Anonymous Inevitable Legitimate Scope Surveillance
Authorize Potential
Transform Comply Justify
RESOURCES
Read 180 tools
Anchor Video- Reading 1 Read 180 tools
Anchor Video- Reading 2 Read 180 tools
Additional Information
Add vocabulary terms to the Word Wall Red Routine 1: teaching Vocabulary
Add vocabulary terms to the Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Reading Red Routine 3: Think-Pair-Share
Add vocabulary terms to the Word Wall Red Routine 3: Think-Pair-Share Red Routine 8: React and Write
2013-2014 Intensive Reading (8th Grade)
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CONCEPT CONCEPT CONCEPT
Students will: o Read Cyber Safety- Reading 3
Pages o Apply strategies to identify the
topic, main idea, and details in a life issues features
o Use text markings to identify main idea and details
o Review strategies for reading for details
5 Days
Students will: o Take the Word Challenge- Pages o Review and use target words in
new contexts, using the words expressively in discussion and in writing
o Practice word study strategies like multiple-meaning words and dictionary skills
1 Day
Writing Genre: Expository Writing- Pages Students will:
o Identify elements of the topic sentence, detail sentence, and concluding sentence in an expository writing
o Identify the form, audience, and purpose of writing
o Brainstorm ideas for writing using a graphic organizer
5 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1
Apply strategies for finding the main idea and details of a life issue features LA.8.1.7.3
Review and apply meaning of target vocabulary LA.8.1.6.3 & LA.8.1.6.9
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content W.8.2
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
How could socializing online be dangerous? Cite specific evidence from the text to support your claim. RI.8.1
How do multiple meaning words strategies help you when reading? SL.8.1
How does technology benefit your life? W.8.2a, b, c, d, e, f
2013-2014 Intensive Reading (8th Grade)
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VOCABULARY VOCABULARY VOCABULARY
Violation Pitfalls Visuals
Anonymous Violation Scope Copy Inevitable Transform Authorize Surveillance Visualize Legitimize
Expository Subject Predicate
RESOURCES
Anchor Video- Reading 3 Read 180 tools
Read 180 tools Smartboard activities
Read 180 tools Smartboard activites
Additional Information
Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share Red Routine 4: Idea Wave RDI Book 1: Read for Details Pages
288-289 RDI Book 1: Main Idea and Details
Pages 292-293 Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
The People Could Fly- Pages 47-56
From I Know Why the Caged Bird Sings- Pages 83-98
Huge, Freed Pet Pythons invade Florida Everglades- Pages 99-108 ~or~
o Common Core Exemplars
Astronomy & Space: From the Big Bang to the Big Crunch Edited by Phillis Engelbert
Freedom Walkers: the Story of the Montgomery Bus Boycott by Russell Feedman
*Note: Teacher will have to make connection between the skills taught in the workshop with the text.
Add vocabulary terms to Word Wall RDI Book 1: Multiple-Meaning Words
Pages 240 RDI Book 1: Using the Dictionary
Pages 244
Add vocabulary terms to Word Wall Checkpoint/Enrichment:
o RDI Book 2: Expository Writing Pages 86, 92, 104, 110
o RDI Book 2: Types of Sentences Page 186
o RDI Book 2: Correcting Sentence fragments ~or~
o Use the Glencoe Language Arts Course 3- Grammar and Composition Handbook:
Kinds of sentences- Page 66
Sentences and Sentence fragments- Page 68
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- Who’s Watching You? (Workshop 1)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2 Grading Period: 4
CONCEPT CONCEPT CONCEPT
21st Century Literacy- Evaluate a Social Networking Site Pages 28-29
Students will: o Evaluate a social networking
site o Evaluate risks and rewards of
sharing information online o Read to find out about the
career of a surveillance agent o Explore careers in law
enforcement
Wrap-up Project- Justify Arguments Pages 30-31
Students will: o Present an effective debate using
clear language that considers the audience
o Justify arguments with relevant examples, facts, and anecdotes
o Provide feedback on a peer’s argument
STANDARD(S) STANDARD(S) STANDARD(S)
Read and use information from a social networking site LA.8.1.7.3
Present and justify an argument SL.8.4 & W.8.4
Hold a debate SL.8.4
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
What are some ways people use networking sites? SL.8.1
Think about the safety and privacy at your school. Is there too much surveillance, or not enough? Hold a debate in which one side argues for more surveillance, while the other side argues for less. SL.8.4 & W.8.4
How can technology be used to help someone and to harm
someone? Analyze the three texts on the conflicting topic. RI.8.9
2013-2014 Intensive Reading (8th Grade)
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VOCABULARY VOCABULARY VOCABULARY
Social networking Debate Surveillance
RESOURCES
Read 180 tools
Read 180 tools Socratic Seminar: Supporting Claims and
Counterclaims (Teacher resource to view before the debate) https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom
Additional Information
Add vocabulary terms to Word Wall
Add vocabulary terms to Word Wall SAM Keyword: Wrap-up Test FII W1
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 book)
UNIT TITLE: Nonfiction- China in the 21st Century (Workshop 2)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2 Grading Period: 4
CONCEPT CONCEPT CONCEPT
Students will: o Preview the workshop selections
and activate prior knowledge, relating them to anchor Video key concepts
o Learn and practice new vocabulary
1 Day
Students will: o Read A Chance to Shine- Reading 1
Pages 34-35 o Identify the steps used to find a
sequence of events o Find the sequence of events in a
news article o Organize the sequence of events in
a graphic organizer 1 Day
Students will: o Read From Farm to Factory-
Reading 2 Pages 36-39 o Practice finding sequence of
events in a magazine article o Practice using signal words to
identify sequence of events o Use text markings to identify
sequence signal words 1 Day
STANDARD(S) STANDARD(S) STANDARD(S)
Preview the text and activate prior knowledge about China’s economic growth LA.8.1.7.1
Preview text features to make predictions LA.8.6.1.1 & LA.8.1.7.3
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1
Sequence of events LA.8.1.7.3 Graphic organizer LA.8.1.7.5
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1
Sequence of events LA.8.1.7.3
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Based on the video and the text, how do changes in China affect your life? SL.8.1
Why might it have been important for China to “shine” at the Olympics? SL.8.1
How is working in a city different from working on a farm? Cite specific evidence from the text to support your answer. RI.8.1 & SL.8.1
How has China’s economic growth affected its citizens and the way
China interacts with the rest of the world? Cite textual evidence to
support your answer. RI.8.1
2013-2014 Intensive Reading (8th Grade)
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VOCABULARY VOCABULARY VOCABULARY
Commodity Consume Philosophy Prosper Province
Pollution
Outcome Perspective
RESOURCES
Anchor Video Read 180 tools Smartboard activities
Anchor Video- Reading 1 Read 180 tools Smarboard activities
Anchor Video- Reading 2 Read 180 tools Smarboard activities
Additional Information
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary
Add vocabulary terms to Word Wall Red Routine 1: Teaching Vocabulary Red Routine 2: Oral Cloze Red Routine 3: Think-Pair-Share
Add vocabulary terms to Word Wall Red Routine 3: Think-Pair-Share
2013-2014 Intensive Reading (8th Grade)
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CONCEPT CONCEPT CONCEPT
Students will: o Read The Story Behind “Made in
China”- Reading 3 Pages 40-43 o Apply strategies to find sequence
of events in a social studies text o Use text markings to identify
sequence details o Review strategies to finding main
idea and details 5 Days
Students will: o Take the Word Challenge- Pages
44-45 o Review and use target words in
new context, using the words expressively in discussion and in writing
o Practice word study strategies like synonyms and antonyms
1 Day
Writing Genre: Narrative Writing- Pages 46-51
Students will: o Identify elements of the topic
sentence, details sentences, and conclusion in a narrative piece
o Brainstorm ideas for a narrative prompt
o Write a draft of a narrative piece o Revise a narrative piece o Identify and correct sentence
fragments o Identify and correctly use capital
letters 5 Days
STANDARD(S) STANDARD(S) STANDARD(S)
Preview text features to activate prior knowledge, set purpose, and generate questions before reading LA.8.1.7.1
Sequence of events LA.8.1.7.3
Review and apply meaning to target vocabulary LA.8.1.6.3 & LA.8.1.6.9
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, well-structured event sequences W.8.3
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.4
With some guidance and support from peers and adults, students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 52) W.8.5
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as interact and collaborate with others W.8.6
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.8.1
2013-2014 Intensive Reading (8th Grade)
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LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
Why is China considered an economic superpower? Use textual evidence to support your answer. RI.8.1
It says that Zan clashed with her boss. What are some synonyms for clashed that could also be used here? SL.8.1 & L.8.4
Why would someone write a narrative essay? SL.8.1
VOCABULARY VOCABULARY VOCABULARY
Contemporary Attain
Commodity Philosophy Pollution Outcome Attain Perspective Consumes Prosper Province Contemporary
Narrative Sentence fragment Capital letter
RESOURCES
Anchor Video- Reading 3 Read 180 tools
Read 180 tools Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Red Routine 4: Idea Wave Checkpoint/Enrichment:
o Read and Write Interactive (Glencoe Literature Florida Treasures)
Functional Documents: Consumer Choice Article AND Technical Directions AND Product Warranty Pages 109-120 (Will have to point out sequence of events in these texts) ~or~
o Common Core Exemplars Cathedral: The Story of its
Construction by David Macaulay
The Evolution of the Grocery Bag by Henry Petroski
Add vocabulary terms to Word Wall RDI Book 1: Synonyms Page 26 RDI Book 1: Synonyms Page 26
Add vocabulary terms to Word Wall Checkpoint/Enrichment:
o RDI Book 2: Narrative Writing Pages 20, 26, 32, 38
o RDI Book 2: Correcting Sentence Fragments Page 234
o RDI Book 2: Common and Proper Nouns Page 194 ~or~
o Use the Glencoe Language Arts Course 3- Grammar and Composition Handbook:
Sentences and Sentence Fragments- Page 68
Kinds of Nouns- Page 66
2013-2014 Intensive Reading (8th Grade)
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COURSE CODE: 1000010 COURSE NAME: M/J Intensive Reading (Flex II- Purple Read 180 Book)
UNIT TITLE: Nonfiction- China in the 21st Century (Workshop 2)
UNIT ESSENTIAL QUESTION:
SEMESTER: 2 Grading Period: 4
CONCEPT CONCEPT CONCEPT
21st Century Literacy: Use a Search Engine Pages 52-53
Students will: o Analyze search engine results o Evaluate online sources of
information o Read to find out about the
career of a translator o Explore careers in Education
and Training
Wrap-up Project: Plan and Present a Slide Show Pages 54-55
Students will: o Understand the steps for
delivering a presentation o Gather information and present
effectively o Plan and present a slide show
about changes in China o Provide feedback on a peers
presentation
STANDARD(S) STANDARD(S) STANDARD(S)
Evaluate sources of information LA.8.6.2.2 Plan and present a presentation SL.8.1 & SL.8.5
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
What kinds of information do people use search engines to find? SL.8.1
How is China changing? SL.8.1
VOCABULARY VOCABULARY VOCABULARY
Search engine Translator
Slide show
How has China’s economic growth affected its citizens and the way
China interacts with the rest of the world? Cite textual evidence to
support your answer. RI.8.1
2013-2014 Intensive Reading (8th Grade)
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RESOURCES
Read 180 tools Read 180 tools
Additional Information
Add vocabulary terms to Word Wall Add vocabulary terms to Word Wall Allow students produce and present
power point presentation Rskills #1