Monday - October 24, 2016
Standard(s):
ELAGSE8RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
ELAGSE8L4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
ELAGSE7RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL2 Determine a theme and/or of a text and analyze its development over the course of the text; provide an objective summary of the text.
Essential Question:
How can I determine the meaning of a word using Greek and Latin roots?
Warm-up: Using your knowledge of root words and using context clues, try to define the bolded word. Do not look up the word until after you have defined it in your own words.
When I learned of my failing grade in calculus class, I felt very disquiet about bringing my progress report home to my parents.
Work Session:
The teacher will introduce the actual theme contest to students.
The teacher will continue the short mini lesson on theme:
The teacher will use a short clip from Finding Nemo to facilitate the mini lesson
https://www.youtube.com/watch?v=9RhX3lRJQMg
What topics can you list that apply to the scene?
Can topics be themes? Why or why not?
How can we take these topics and create themes from them? - What does the author believe?
What textual evidence can we cite to support that theme? How can we prove the author believes that? Ex: What character’s actions or consequences apply?
After the mini lesson, students will complete an activity in which they identify themes in the poem.
Closing: Why is textual evidence important in identifying themes?
Homework: None
Standard(s):
ELAGSE8RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
ELAGSE8L4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
ELAGSE7RL1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL2 Determine a theme and/or of a text and analyze its development over the course of the text; provide an objective summary of the text.
Essential Question:
How can I determine the meaning of a word using Greek and Latin roots?
Warm-up: Using your knowledge of root words and using context clues, try to define the bolded word. Do not look up the word until after you have defined it in your own words.
When I learned of my failing grade in calculus class, I felt very disquiet about bringing my progress report home to my parents.
Work Session:
The teacher will introduce the actual theme contest to students.
The teacher will continue the short mini lesson on theme:
The teacher will use a short clip from Finding Nemo to facilitate the mini lesson
https://www.youtube.com/watch?v=9RhX3lRJQMg
What topics can you list that apply to the scene?
Can topics be themes? Why or why not?
How can we take these topics and create themes from them? - What does the author believe?
What textual evidence can we cite to support that theme? How can we prove the author believes that? Ex: What character’s actions or consequences apply?
- Finish a common text
- Create a list of topics
- Write a sentence using a topic. (The author believes that…).
- Revise it
After the mini lesson, students will complete an activity in which they identify themes in the poem.
- Divide into various groups (2 groups per table). Each group has a scribe and a different color marker.
- Each group has a sheet of paper, on which they will make a theme statement.
- Students will ball the paper up and pass it to another group.
- After receiving the balled up paper, students will unfold it and write a piece a textual evidence that supports the theme.
- Students will pass the paper and repeat.
- In the end, the paper will return to the original group.
Closing: Why is textual evidence important in identifying themes?
Homework: None