SBAC Lesson Plans for: October 27-October 31, 2014

Teacher: Ms. Gates/Mrs. Simmons Room: 810 Subject: ENG 8 CC/ACC

Monday October 27, 2014
Materials:
Document handout from Providence Journal 1892 with short-answer questions (each student)
Superstitions PowerPoint w/ audio reading of document
Superstitions PowerPoint with Writing activity
Copy of Villains Venn Diagram handout
Highlighter

Opener: (Standard #1 New learning is connected to prior learning and experience)
Journal entry: **Students shared answers verbally the day before but now answering in their journal**
o Think back to the essay reading from last week Was George Crazy?
Can we really blame George for what he allowed?
What would you have done in his shoes?
Explain.

Concept/Skill Development: (Standard #2 Learning tasks have high cognitive demand for diverse learners)
(Standard #3 Students engage in meaning-making through discourse and other strategies) (Standard #4
Students engage in metacognitive activity.
Students will compare how a historical event is portrayed in a drama, a primary document, and an essay;
to form an opinion and support it with text evidence.
Students will draw evidence from literary or informational texts to support analysis, reflection, and
research.
Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
Journal Entry share as class (5-8 mins.)
Pass out Document handout from Providence Journal 1892 with short-answer questions on back side
Audio Read/Annotate document & discuss
Students will answer the short-answer questions on the back (15-20 mins.)
Display Superstitions PowerPoint with writing activity:
o Superstitions take two forms:
An action and its threatened consequences. EX: break a mirror and have seven years of bad luck.
A situation and its implication. EX: An itching palm means you will receive money.
o Use one of the two proceeding forms to create a modern superstition from one of these starters:
If you hear the phone ring four times, then stop ...
If a fly lands on your pizza ...
When your favorite TV program is interrupted by a Presidential message (15-20 mins.)

Assessment: (Standard #5 Assessment is integrated into instruction)
Informal assessment of journal entry and discussion.
Written assessment on Providence Journal short-answer questions completed.
Written assessment on superstition writing assignment.

SBAC Claims:
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
W.8.10 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.
RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new.



Tuesday October 28, 2014
Materials:
DPE
KWL Chart (fill out as class)
Dr. Jekyll & Mr. Hyde dramatization & non-fiction article Confessions of a Former Hazer (each
student)
Close-Reading Questions handout

Opener: (Standard #1 New learning is connected to prior learning and experience)
KWL Chart on students prior knowledge of the story Dr. Jekyll & Mr. Hyde

Concept/Skill Development: (Standard #2 Learning tasks have high cognitive demand for diverse learners)
(Standard #3 Students engage in meaning-making through discourse and other strategies) (Standard #4
Students engage in metacognitive activity)
Students will compare how a historical event is portrayed in a drama, a primary document, and an essay;
to form an opinion and support it with text evidence.
Students will draw evidence from literary or informational texts to support analysis, reflection, and
research.
Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.
Students will spell correctly. Students will use technology, including the Internet, to produce and publish
writing and link to and cite sources as well as to interact and collaborate with others, including linking to
and citing sources.

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
DPE (5-8 mins.)
Periods 1 & 2: CC teacher will provide supplementary material, activity or lesson (20 mins.)
KWL Chart on students prior knowledge of the story Dr. Jekyll & Mr. Hyde (5-8 mins.)
o Keep chart and add to it each day when reading/discussing the story.
Read/Annotate/Discuss dramatization Dr. Jekyll & Mr. Hyde (20-25 mins.)
*If time* Start answering question on Close-Reading Questions handout

Assessment: (Standard #5 Assessment is integrated into instruction)
Informal assessment with whole class discussion and completion of KWL Chart
Informal assessment with discussion during reading
Written assessment on Close-Reading Questions handout

SBAC Claims:
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.



Wednesday October 29, 2014 - Halloween Costume Day!
Materials:
DPE
Review yesterday
Add to KWL Chart (fill out as class)
Dr. Jekyll & Mr. Hyde dramatization & non-fiction article Confessions of a Former Hazer (each
student)
Close-Reading Questions handout
The Dark and the Light handout

Opener: (Standard #1 New learning is connected to prior learning and experience)
Add to KWL Chart on students prior knowledge of the story Dr. Jekyll & Mr. Hyde (5-8 mins.)

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
DPE (5-8 mins.)
Periods 1 & 2: CC teacher will provide supplementary material, activity or lesson (20 mins.)
Add to KWL Chart on students prior knowledge of the story Dr. Jekyll & Mr. Hyde (5-8 mins.)
o Review discussions & reading from yesterday
o Keep chart and add to it each day when reading/discussing the story.
Read/Annotate/Discuss Confessions of a Former Hazer article
Work on Close-Reading questions (12-15 mins.)
Answer question on Close-Reading Questions handout for non-fiction article (8-10 mins.)
Pass out The Dark and the Light handout-students will work on until the end of the period (10-12 mins.)

Assessment: (Standard #5 Assessment is integrated into instruction)
Informal assessment with whole class discussion and completion of KWL Chart
Informal assessment with discussion during reading
Written assessment on Close-Reading Questions & The Dark and the Light handouts

SBAC Claims:
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.


Thursday October 30, 2014
Materials:
DPE
Review yesterday
Finish KWL Chart (fill out as class)
Dr. Jekyll & Mr. Hyde dramatization & non-fiction article Confessions of a Former Hazer (each
student)
Close-Reading Questions handout
The Dark and the Light handout

Opener: (Standard #1 New learning is connected to prior learning and experience)
Finish KWL Chart on students prior knowledge of the story Dr. Jekyll & Mr. Hyde (5-8 mins.)

Concept/Skill Development: (Standard #2 Learning tasks have high cognitive demand for diverse learners)
(Standard #3 Students engage in meaning-making through discourse and other strategies) (Standard #4
Students engage in metacognitive activity)
Students will compare how a historical event is portrayed in a drama, a primary document, and an essay;
to form an opinion and support it with text evidence.
Students will draw evidence from literary or informational texts to support analysis, reflection, and
research.
Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.
Students will spell correctly. Students will use technology, including the Internet, to produce and publish
writing and link to and cite sources as well as to interact and collaborate with others, including linking to
and citing sources.
Students will 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.
Students will acknowledge new information expressed by others, and when warranted, qualify or justify
their own views in light of the evidence presented.

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
DPE (5-8 mins.)
Periods 1 & 2: CC teacher will provide supplementary material, activity or lesson (20 mins.)
Finish KWL Chart on students prior knowledge of the story Dr. Jekyll & Mr. Hyde (5-8 mins.)
o Review discussions & reading from yesterday
o Keep chart and add to it each day when reading/discussing the story.
Finish all Dr. Jekyll & Mr. Hyde & Confessions of a Former Hazer handouts (12-15 mins.)
Post questions from PowerPoint: Students will pair-share then class share
o Why do good people sometimes do bad things? (Answer for 2-3 mins. In pairs then share with
class)
o Are people inherently good or evil? (Answer for 2-3 mins. In pairs then share with class)
o Students will write their answers down on sheet of paper (8-10 mins.)
Read Scary Stories students predict what will happen next based on textual clues (10-12 mins.)

Assessment: (Standard #5 Assessment is integrated into instruction)
Informal assessment with whole class discussion and completion of KWL Chart
Informal assessment with discussion on power point questions
Written assessment on Close-Reading Questions & The Dark and the Light handouts

SBAC Claims:
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each
text contributes to its meaning and style.
RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
SL.8.1 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.8.1d Acknowledge new information expressed by others, and when warranted, qualify or justify their own views
in light of the evidence presented.



Friday October 31, 2014

NO SCHOOL! NEVADA DAY!