Public Schools of Robeson County

6-12 ELA Lesson Plan Template

Teacher: Heather Hunt Subject/Grade Level: 8th Date: September 19, 2016

Monday

Common Core ELA Standards:

Literacy. RI.8.1- Cite the textual evidence that most strongly supports and analysis of what the text says explicitly as well as inferences drawn from the text. Anchor Standard(s)

Literacy.CCRA.R.1- Read closely to determine what the text says explicitly and to make logical inferences from it; Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Learning I can cite textual evidence that most strongly supports an analysis of what the text says explicitly Target ( I can) as well as draw inferences from the text. Essential How does evidence help prove information to you? Do we rely on evidence more to persuade us Question: to truth? Technology Level of Standard: 6.SI.1.2 Analyze content for the assigned Bloom’s/ analysis Vocabulary Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA, Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor Strategies/Sequence of Instruction:

Engage:

The students will be given lyrics to the Star Bangled Banner and listen to the song by Francis Scott Key. Along with the image and the lyrics, the students will brainstorm in a quick write ten adjectives that come to mind when hearing the song and lyrics. The students will engage for 1o minutes in individual groups. Explore:

The students will then share the adjectives connected to the lyrics and song and begin exploring the contents of the excerpt Journey to Washington. Explain:

The students will read the text silently, then we will read the text as a whole. The students will concentrate on a close reading of the text using a key such as what ideas come to mind upon first reading the text. Elaborate:

The students will elaborate using textual evidence that most strongly supports an analysis using the Cornell style notetaking. Evaluate:

Students will be evaluated through their textual evidence supporting and be evaluated in the style upon which they used Cornell style notes, two columns. Writing Component and % of Informational Text

Students will be using writing and informational text as assessing goal in Unit 1. Assessment /Ways to check for Understanding:

Classroom assessment grade

21st Century Themes: 21st Century Skills:

Unit 1/ Tolerance Reading and Communicating Reflection:

Tuesday

Attendance to Workshop

Anchor Standard(s)

Learning Target (I can) Essential Question: Technology Level of Bloom’s Standard: 6.SI.1.2 Analyze content for the assigned task analysis/ Vocabulary Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor Strategies/Sequence of Instruction:

Engage:

Explore: Explain:

Elaborate:

Evaluate:

Writing Component and % of Informational Text

Assessment /Ways to check for Understanding:

Reflection:

Wednesday

Anchor Standard(s)

Learning Target (I can) Essential Question: Technology 6.SI.1.2 Analyze content for the assigned Standard: Level of bloom’s/ Vocabulary Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor Strategies/Sequence of Instruction:

Engage:

Explore:

Explain:

Elaborate:

Evaluate:

Reflection:

Thursday Attendance to Workshop

Anchor Standard(s)

Learning Target (I can) Essential Question: Technology Standard: Level of Bloom’s/ Vocabulary Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA, Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor Strategies/Sequence of Instruction:

Engage:

Explore:

Explain:

Elaborate:

Evaluate:

Assessment /Ways to check for Understanding: 21st Century Themes: 21st Century Skills:

Reflection:

Friday

Anchor Standard(s)

Learning Target (I can) Essential Question: Technology 6.SI.1.2 Analyze content for the assigned Standard: Level of Bloom’s/analysis Vocabulary Persuasive organization, Persuasive techniques, logos, ethos, bandwagon, debate, rebuttal, Essay Organization, claim, argument, counterclaim, Antithesis, syllogism, Parallelism, Rhetoric, Summary, Paraphrase, Bias, Abstract, Connotation, Denotation, Idiom, Analogy, Allusion, Evidence, Valid, Credible, Tone, Formal, MLA, Annotation, Figurative Language, Hyperbole, Personification, Simile, Metaphor Strategies/Sequence of Instruction:

Engage:

Explore:

Explain: Elaborate:

Evaluate:

Reflection: