CMS Lesson Plan Template Teacher: Lewis Course/Level: 8 ELA

Week of: Monday: 2/2 Tuesday: 2/3 Wednesday: 2/4

Focused Standard/Element(s) ELACC8RL3 ELACC8RL2 ELACC8RL2

What shapes how we view ourselves? What key details affect the reader's What key details affects the reader's understanding of the poem understanding of the poem "Identity"? Essential Question(s) "Identity"?

Describe yourself in no less than ten What has helped shape your identity? Define the characteristics of a weed. sentences? Parents, teachers, friends, family? In Opening (5-10 min) no less than 10 sentences explain who has shaped you.

"Identity" by Julio Noboa Polanco Close Reading of "Identity". Close Reading of "Identity". Guided Reading Focusing on extended metaphor, Continued focus on the extended Work-Time Activities (40 min) imagery, and other types of figurative metaphor, imagery, and other types of language. figurative language.

3 things you liked about the poem. Write 3 ways your life would be Short Quiz over key details 2 things you did not like about the different if the people that helped Closure Activity (10 min) poem. shape you were no longer there. 1 question you have about the text.

Students write their feelings about the Students write about their own Students will write about their poem, and how they view themselves. personal experiences, and who in experiences with weeds, and how they Differentiation Strategies their life has influenced them. view them. They can use different reasons and (targeting student growth) evidence to back up their answer on the quiz.

Thursday: 2/5 Friday: 2/6 Additional Notes ELACC8RL4 ELACC8W1

Focused Standard/Element(s)

How does the text structure affect the How do the details from the story poem "Identity"? help my writing? Essential Question(s)

Based on the description in the book, draw the potted plant and the weed Brainstorming Opening (5-10 min) from the story.

Close reading of "Identity". Extended Writing Focusing on word choice, Work-Time Activities (40 min) connotation, stanzas, rhyme scheme, and tense.

Students write a personal reflection Self-assessment based off provided about what the poem means to them. rubric Closure Activity (10 min)

Students can draw the flower and Students will be able to provide weed based off their interpretation of different answers to the question Differentiation Strategies the description in the book. based upon their own personal Students will also write about their experiences. (targeting student growth) own interpretation of the poem, and how it affects them.