SBAC Lesson Plans for: October 13-October 17, 2014

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

Monday October 13, 2014
Materials:
Copy of SBAC Writing Contest requirements.
Self-Editing checklist for each student.
Writers Handbook (each student).
Graphic organizer.

Opener: (Standard #1 New learning is connected to prior learning and experience)
Daily Paragraph Editing packet

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 use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
Students will establish and maintain a formal style.
Students will provide a concluding statement or section that follows from and supports the information or
explanation presented.
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 L.7.1-3.)
Students will produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
W.7.1-3.)
Students will 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.
Students will demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Students will demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Students will spell correctly.
Students will use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
Daily Paragraph Editing packet (5-8 mins.)
Students will finish writing their entry to the Patriots Pen writing contest (40 mins.)

Assessment: (Standard #5 Assessment is integrated into instruction)
Informal assessment of rough draft.
Informal assessment of completed self-editing checklist.

SBAC Claims:
W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
W.8.2e - Establish and maintain a formal style.
W.8.2f - Provide a concluding statement or section that follows from and supports the information or explanation
presented.
W.8.5 - With some guidance and support from peers and adults, 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 L.7.1-3.)
W.8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.7.1-3.)
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.
L.8.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.8.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2c - Spell correctly.


Tuesday October 14, 2014
Materials:
Journal Entry on Power Point
NVACS annotation guide
Highlighter
What Are You Afraid Of? non-fiction article
Conquering Fear? An Ethiopian folktale (for each student)
Constructed Response Graphic Organizer for each student

Opener: (Standard #1 New learning is connected to prior learning and experience)
Journal entry
o Fear is a normal emotion. What are some things that you are afraid of and why? 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 cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text
Students will determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
Students will 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.
Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations,
or other information and examples.
Students will draw evidence from literary or informational texts to support analysis, reflection, and
research.

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 with class (3-5 mins.)
Periods 1 & 2: CC teacher will provide supplementary material, activity or lesson (20 mins.)
Popcorn read non-fiction article What Are You Afraid Of as a class
o Pause for discussion and annotating (5-8 mins.)
Popcorn read Conquering Fear An Ethiopian Folktale as a class
o Pause for discussion and annotating (5-8 mins.)
Hand out constructed response graphic organizer.
Show powerpoint slide with constructed response prompt for students to work on until the end of class
writing only on the graphic organizer (20mins.)
ACCOMMODATIONS:
o As needed per individual student.
o Period 1 & 2 following IEPs.
o More time for assignments.
o Chunk assignments for clarity.
o Model one to two questions and how to answer completely.

Assessment: (Standard #5 Assessment is integrated into instruction)
Discussions taking place during & after reading.
Informal assessment on constructed response graphic organizer that will be graded for completion with
emphasis on textual evidence.

SBAC Claims:
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.
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.
W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).



Wednesday October 15, 2014
Materials:
Highlighter (each student)
Dramatization The Dead Rising (each student)
Journal Entry Power Point
Power Point for discussion prompts after each reading
The Dead Rising with close-reading/critical thinking questions handout (each student)

Opener: (Standard #1 New learning is connected to prior learning and experience)
Journal entry:
o Were aware of the countless superstitions covering everything from black cats to spilled salt, what
other superstitions have you heard of? Which ones do you practice or believe in? 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 use context to determine the meaning of a phrase/word.
Students will cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
Pre-reading activity: Journal entry. Share with class (3-5 mins.)
Periods 1 & 2: CC teacher will provide supplementary material, activity or lesson (20 mins.)
Have parts for dramatization written on the board for students to fill in.
Pass out dramatization The Dead Rising.
o Read as class.
o Pause for annotation & discussion.
Show Power Point with discussion prompts after each reading:
o Reading responses: Pair-Share
Class Share
o The Dead Rising Share your initial reaction to the reading Share the parts that stood out to
you and why (15-20 mins.)
Popcorn Read/Annotate the essay Was George Crazy? I thought so. But then I learned better as class
Show Power Point with discussion prompts after each reading:
o Reading responses: Pair-Share
Class Share
o Was George Crazy? Can we really blame George for what he allowed? What would you
have done in his shoes? (10-12 mins.)
ACCOMMODATIONS:
o Follow period 1 & 2 students IEPs
o As needed per individual student
o More time for assignments
o Chunk assignments for clarity & model first two questions.

Assessment: (Standard #5 Assessment is integrated into instruction)
Discussions taking place during & after reading.
Written assessment on handout that will be graded for completion.

SBAC Claims:
RI.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.
RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.



Thursday October 16, 2014
Materials:
Highlighter (each student)
Dramatization Dead Rising (each student)
Journal Entry Power Point
Power Point for discussion prompts after each reading
Dead Rising with close-reading/critical thinking questions handout (each student)
Bad Luck Scholastic Scope SMARTBoard activity
There vs. Their grammar sheet (each student)

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 yesterday 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 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.

Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
Pre-reading activity: Journal Entry - Share with class and discuss. (3-5 mins.)
Have students work on and finish up The Dead Rising close-reading/critical thinking questions handout
(15-20 mins.)
Bad Luck Scholastic Scope activity on smart board and handout
o Students can work in pairs with a neighbor (8-10 mins.)
Finish The Dead Rising close-reading/critical thinking questions handout (15-20 mins.)
ACCOMMODATIONS:
o As needed per individual student.
o Period 1 & 2 following IEPs.
o More time for assignments.
o Chunk assignments for clarity.
o Model one to two questions and how to answer completely.

Assessment: (Standard #5 Assessment is integrated into instruction)
Discussions taking place during & after reading journal entry.
Written assessment on close-reading/critical thinking questions handout.

SBAC Claims:
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.
W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



Friday October 17, 2014
Materials:
AGENDA CHECK for participation points!
Document handout from Providence Journal 1892 with short-answer questions (each student)
Superstitions Powerpoint w/ audio reading of document
Copy of Scary Stories novel
Highlighter

Opener: (Standard #1 New learning is connected to prior learning and experience)
Journal Entry:
o Choose a well-known superstition and speculate on the source of it. Why do think people started
believing in it? Create a plausible description explaining how and why the superstition started.

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
Guided/Independent/Group Practice: (Standard #3 Students engage in meaning-making discourse and other
strategies) Standard #4 Students engage in metacognitive activity)
AGENDA CHECK for participation points!(3 mins.)
Journal Entry share as class (5-6 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.)
Read Scary Stories students predict what will happen next based on textual clues (5-10 mins.)

Assessment: (Standard #5 Assessment is integrated into instruction)
Informal assessment of rough draft & graphic organizer.

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.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.