Monday, 8/26, 2019
Daily Learning Objective: I can define point of view and discuss the importance of perspective in writing and explore the role of perspective in the stories that someone tells.
Unit: To Kill A Mockingbird
Standards: LAFS.8.SL.1.1 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.
Warm-Up: Homework check for Chapters 3-4
Practice: Students will watch Ch. 3 and 4 Video Recap and discuss Atticus' quote about point of view.
Apply: Students will work in groups and observe a selection of shoes. They will work together to answer questions on the handout regarding stereotypes. Then, they will present to the class.
Wrap-up: Exit ticket-What did you learn today about stereotypes?
Unit: To Kill A Mockingbird
Standards: LAFS.8.SL.1.1 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.
Warm-Up: Homework check for Chapters 3-4
Practice: Students will watch Ch. 3 and 4 Video Recap and discuss Atticus' quote about point of view.
Apply: Students will work in groups and observe a selection of shoes. They will work together to answer questions on the handout regarding stereotypes. Then, they will present to the class.
Wrap-up: Exit ticket-What did you learn today about stereotypes?
Tuesday, 8/27, 2019
Daily Learning Objective: I can analyze how dialogue and incidents can help move the plot along in a story. I can also use context clues to help determine meaning or make an inference.
Unit: To Kill A Mockingbird
Standards: LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Warm-Up: Students will complete a 3-2-1- prompt assessing yesterday's shoe activity in No Red Ink.
Station 1: SuccessMaker (Language Arts)
Station 2: Small group discussion to review Chapter 3-4
Station 3: Students will work on Chapter 3-4 Context Clue worksheet
*If students finish early they may study for their Chapter 1-4 test on Friday.
Unit: To Kill A Mockingbird
Standards: LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Warm-Up: Students will complete a 3-2-1- prompt assessing yesterday's shoe activity in No Red Ink.
- Three things that you have learned from this lesson or from this text.
- Two questions that you still have.
- One aspect of class or the text that you enjoyed.
Station 1: SuccessMaker (Language Arts)
Station 2: Small group discussion to review Chapter 3-4
Station 3: Students will work on Chapter 3-4 Context Clue worksheet
*If students finish early they may study for their Chapter 1-4 test on Friday.
Wednesday, 8/28, 2019
Daily Learning Objective: I can make inferences about text using parts of speech.
Unit: To Kill A Mockingbird
Standards:
Warm-Up
Practice:
Apply:
Wrap-up:
Homework:
Unit: To Kill A Mockingbird
Standards:
Warm-Up
Practice:
Apply:
Wrap-up:
Homework:
