Advanced English 8: Periods 1 and 2

56 Minutes
11/28/16
(20 mins) Weekly Vocabulary Activity
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Vocabulary

Acquisition and Use: #4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.

Objectives:

Students will be able to infer the meanings of vocabulary words using context clues
found in example sentences.
Students will be able to explain which context clues from example sentences contributed
to their understanding of each vocabulary word and why.

Purpose: We are going to go over a new list of vocabulary words today, in order to expand your
vocabulary and reading comprehension skills.
Input: Im going to hand out the list of example sentences. I want you to highlight the context
clues in each sentence, and write a synonym next to the vocabulary word which has been bolded
and underlined in each sentence. As you work, discuss the sentences with the people in your
table groups and explain what you think the word means and why.
Guided Practice: Students will highlight and write on their handouts, and discuss each word and
sentence with their groups.
Check for Understanding: As students work, I will walk around the room and listen to how
students are making meaning from the example sentences. If an entire group is struggling to
come up with an answer together, I will ask leading questions to get them thinking critically.
Input: Now Im going to go over the handout with you all. As we go over the answers, be sure to
write down the correct definition of each word if you did not already have the right answer. Can I
get a volunteer to give us their definition for the first word?
Check for Understanding: After all of the students have completed the handout, I will go
through each example sentence and ask for volunteers to explain what they think each word
means, and how they got to that conclusion by explaining their context clues. I will reinforce
students answers for each word by going over the definition with the class.

Independent Practice: At the end of class, students will receive a handout that requires them to
match their vocabulary word with synonyms in example sentences. They will complete this
handout for homework and I will check it at the beginning of class tomorrow. They will also
write ten vocabulary sentences for homework, which will be reviewed in class tomorrow.
(10 mins) Input SQUID Information
Common Core Standards:

Writing Standards: 1. Write arguments to support claims with clear reasons and relevant
evidence.
o a. Introduce claim(s) and organize the reasons and evidence clearly.
o b. Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
o c. Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
o d. Establish and maintain a formal style.
o e. Provide a concluding statement or section that follows from the argument
presented.

Objectives:

Students will be able to define SQUID.

Students will be able to write an argumentative statement and support it with evidence
from the text using the SQUID format.

Purpose: Now I am going to teach you a new structure for writing that is going to help you to
make arguments about a text and support your argument using evidence from the text. We are
going to be writing about the characters of the Anne Frank play, and providing quotes from the
play to support their characterization using the characterization charts youve just completed.
Input: Take out your characterization charts from last week. While you do that, Im going to
pass out a handout and as I pass it out, I want you to read it over and prepare to ask me any
questions that you might have about it. I will project it onto the white board and we will go over
it together.
Modeling: I will project the SQUID input handout onto the board and read it over aloud to the
class. I will spend extra time going over the sample paragraph on the sheet which demonstrates
proper SQUID format, explaining what the paragraph is doing and why it is successfully
following the format.
Check for Understanding: After reading through the information and examples, I will ask the
class if they have any questions.

(5 mins) Guided Practice: As a class, we will complete the first SQUID paragraph on the
worksheet together. I will ask students for suggestions on what should be written to support the
character statement, and write it on my handout projected on the board, and have them write
along with me.
Input: Now I want you to take 20 minutes and respond to the second character statement on
your worksheets, using the SQUID method that youve just learned. You should be doing this
independently, so I dont want to hear a lot of talking. If you have questions or need help, raise
your hand and Ill come assist you.
(20 mins) Independent Practice: Students will work independently on the second character
statement, writing a paragraph in SQUID format. If students do not have time to finish in class,
they will complete it for homework and it will be due at the end of the week.
(1 min) Closure: I will ask the class to tell me what SQUID stands for and what a proper page
citation looks like. Then I will ask students to name some passages from their characterization
charts that they plan to use in their SQUID paragraph to support the second statement on their
handouts.