Teacher: Miss.

Baptiste,

School: Grace A. Dunn

Ms. Kuzma-Beck, Mrs.

Middle School

Bohnel
Essential
Question(s)
NJCCCS
CSSS/WIDA

Grade/Subject:

8th/ ELA

Week of: April 27,2015May 1,2015

How do you effectively argue your viewpoint while acknowledging other perspectives?

SLO 18: Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
SLO 30: Write arguments to introduce and support claims with clear reasons and relevant
evidence; acknowledge and distinguish the claim(s) from alternate or opposing claims.
SLO 32: Write arguments to support claims with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or text.
SLO 35: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Lesson
Opening/
Description of Each
Formative
Differentiation
Closing/
Materials/
Objective
Do Now
Instructional
Assessments: / Modifications Reflection/ Resources
Component
Checks for
Assessment
Used
Understanding
SWBAT
Introduce
1. Review:
1. Think,
HW: 30
New
Using
Vocabulary
Narrative
Pair,
minutes of
Vocabular
various
Writing
Share:
reading.
y words,
2. Introduce:
strategies
Evaluate
Answer a
Outline
Essay
Topic
for
students will
how
prompt.
Raisin in the
be able to
Hansberr
Sun
cite textual
y uses
Exit Slip:
3.
Model
for
evidence
her
Compare and
students an
that most
character
Contrast the
outline
by
strongly
s to
differences
creating
a
supports
create
of word
thesis
and
their claim
emphasis
choice and
three body
for their
on her
phrases used
reasons.
argument for
dialogue
between the
4. Working with
Raisin in the
througho
book of
your Ss seat
Sun, with
ut the
Raisin in the
partner, choose
90%
drama.
Sun to the
a stance for

accuracy by
the end of
this lesson.

SWBAT

Given
instruction
through
modeling
students will
be able to
argue their
viewpoint by
presenting
valid and
credible
evidence
from reliable
sources, with
80%
accuracy by
the end of
this lesson.

your paper
topic. Begin
outlining your
essay, starting
with your thesis
and three body
reasons.
5. Begin writing
your essay.

Grammar
Check (Day
1)

1. Model for
students how
to cite textual
evidence from
both the movie
and the book of
Raisin in the
Sun that best
argues their
stance.
2. As a class,
recall specific
and important
scenes from
Raisin in the
Sun that could
help support
their claim.
Complete your
outline.
3. Working with
your Ss seat
partner, share
and use ideas

2. Student
Work:
Completio
n and
Accuracy
of Outline
3. Check for
understan
ding,
using
Popsicle
sticks.
1. Student
Work:
Outline
2. Conferenc
ing with
students:
Teachers
will
circulate
and
conferenc
e with
students
using the
rubric as
a guide.
3. Turn and
Talk:
Assess
how
Hansberr
y uses
emotion
to create

movie.

HW: 30
minutes of
reading.
Answer a
prompt.
Exit Slip:
Consider
which
character
was most
powerful
throughout
the play and
describe why
using
specific and
credible
evidence.

Grammar
handout,
Outline,

for own paper.

Lesson
Objective

Opening/
Do Now

SWBAT

20 minutes
of reading.
Answer a
prompt.

Using
various
strategies,
students
will be able
to produce
clear and
coherent
writing in
which the
developme
nt,
organizatio
n and style
are
appropriate
to Raisin
in the
Sun, with

Description of Each
Instructional
Component
1. Review rubric
used for
grading this
essay.
2. In selected
groups,
students will
work with their
peers to begin
editing their
writing pieces.
3. Students will
highlight
thesis, three
reasons and
their evidence
while reading.
4. Editors will
provide
feedback and
suggestions to

feeling in
her
character
s
througho
ut the
play. Was
this
effective?

Formative
Assessments:
Checks for
Understanding
1. Conferenc
ing with
students:
Teachers
will
circulate
and
conferenc
e with
groups
providing
feedback
as well.
2. Student
work:
Rubric
score and
highlighti
ng of
peers
work.

Differentiation
/ Modifications

Closing/
Reflection/
Assessment

Materials/
Resources
Used

HW: Finish
writing your
essay. Have
another peer
(parent or
sibling to
revise your
paper).

Library
books,
journal,
highlighte
r, rubric

3-2-1 Exit
Slip (Peer
editing)

90%
accuracy by
the end of
this lesson.

their peers.

3. Turn and
Talk:
Compare
and
Contrast
your
essay to
your
peers.
What are
their
strengths/
weakness
in their
essay?
How do
they
argue
their
evidence
differently
from you?

SWBAT

TH

Given
instruction
through
modeling,
students will
be able to
analyze in
detail the
structure of
specific
paragraphs
in a text
while reading
Catching
Fire, with
70%
accuracy by
the end of
this lesson.

SWBAT

Given
examples
through
modeling,

Grammar
Check
(Day 2)

1. Introduce:
Catching Fire to
students.
2. Watch Trailer of
Catching Fire.
3. Review:
Characters,
Setting, and
Plot
4. Begin reading
Aloud in class,
Catching Fire.
5. While reading,
students will
mark specific
passages that
have great
detail about
characters and
the setting.

1. Student
Work:
Class
notes
2. Think,
Pair,
Share:
Predict
why
Collins
created
such a
setting?
What
structure
does
Collins
use to
create
her
setting
and
character
s? Is this
effective?

HW: Study
for
Vocabulary
Quiz
tomorrow

Grammar
handout,
Catching
Fire by
Collins,
postednotes

Vocabulary
Quiz

1. Review: Tone
and Mood
2. Group Activity:
Students will
choose one
character from
the story.

1. Student
Work:
Venn
Diagram
2. Turn and
Talk:
Evaluate

HW: 30
minutes of
reading.
Answer a
prompt.

Vocabulary
Quiz,
Common
Assessmen
t,

Common
Assessment

students will
be able to
analyze how
writers use
dialogue,
vocabulary
and tone to
vary their
writing for
different
purposes
and
audiences.

Students will
pick names
from a bowl
without
looking. They
will follow this
character
throughout the
story and
become this
character. They
will create a
Venn diagram,
identifying
specific tone,
mood, and
vocabulary that
defines this
character.
3. Before reading,
students will
research their
character and
predict how
they think their
character will
progress
throughout the
story.
4. As a class,
students will
continue
reading aloud
Catching Fire.

how
Collins
introduce
s her
character
s in the
story.
Consideri
ng just
your
character,
do you
believe
Collins
introduce
d them
effectivel
y to fit
their role?
Consider
their
tone,
vocabular
y and
mood.
3. Conferenc
ing: While
reading,
teacher
will
highlight
important
parts and
check for
understan
ding thus

3-2-1 Exit
Slip

far by
asking
questions
.

LESSON PLAN COMPONENTS:

SOME SUGGESTED/POSSIBLE ACTIVITIES

LESSON PLAN
COMPONENTS

SUGGESTED ACTIVITIES
Student Friendly Language - Combine
Content & Language Objectives: By
the end of the lesson, students will
know
_____ and of
bePrevious
able to_____
Summarization
Lesson

Objective Should Be Measurable in Some Way

Hook Activity (Entrance Ticket, etc.)

How the Lesson is Relevant

Mini-Lesson

Direct Instruction

Instructional

Guided or Independent Practice

Cooperative Learning Small Groups/Pairs/Jigsaw

Components:

Summative Assessment

Learning Centers/Work Stations

Index Card Summaries and Questions

Oral Questioning using Randomization Techniques

Instructional

Analogy Prompt

Surveying/Polling Activities

Components:

Think-Pair-Share

Written Responses Using Individual White Boards

Formative Assessments

Misconception Check

Fill-In-The-Blank Quiz

Checks for

Visual Representation

Frayer Model

Tiered Activities (Leveled Reading,

Interest-Based Options/Student Process/Product

3-2-1 Reflection

Whip Around

Circle, Triangle, Square

Acrostic Summary

Student Journal Entries/Learning Logs

Dear Student Letter

Objective
Opening/Do Now

Description

Understanding
Instructional
Components:
Closing/Reflection
Summarizing Activity

For Math: Use the 8 Practices That Guide the

Homework Assignment

Instructional

Texts/Readings

Multimedia Websites, Laptops, Video, etc.

Components:

Manipulatives

Lab Equipment