Teacher: Renae Shelby Date: September 21-25, 2015 Subject: English Language Arts 8th Grade Block: 1st and 3rd

Alabama COS: standards W.8.4 Produce clear and coherent writing, in which the development, organization, and style are appropriate to task, purpose, and audience. RL.8.5 RL.8.3 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.

ACTIVATING LEARNING STRATEGY: COGNITIVE TEACHING STRATEGIES:

K Word W Splas Graphic Poem, L h Anticipation Guide Lecture Organizer/VLT Rhymes, etc.

Possi Su ble rve Sente Acronyms/Wor y nce Think-Pair-Share Reading Pictograph d Fir st Conc Writing W ept Other: ord Map Vocabulary Overview X Model Diagram ______

W or Fraye d r Ma Mode Daily Language Practice Mind Map/Visual p l (DLP)______Hands-on Guide

Engagement Strategies: - Collaborative Group Work X - Writing to Learn - Literacy Groups TWIRL X - Questioning Techniques - Scaffolding Text X -Classroom Talk Other:______

Technology Integration: Smart board Document Camera IPADS Mac Books Computers Kindles Interactive Tablets Digital/ Video Camera Clickers ACCESS Computer Program:______Other:______

This Week’s Vocabulary: dialogue, incidents, story, drama, propel, action, character, aspects, character, provoke, decision PROCEDURAL CONTENT (application) Monday Tuesday Wednesday Thursday Friday Why is it Why is it important to Why is it important to produce Why is it important to Assessment Essential Question importan analyze particular clear and coherent writing? analyze t to lines of dialogue or particular lines analyze incidents in a story of dialogue or particula or drama? incidents in a r lines of Why is it important to understand story or drama? dialogue how a drama or story Why is it important to propel the action, reveal or understand how a aspects of a character, drama or story incidents or provoke a decision? propel the action, in a story reveal aspects of a or character, or drama? provoke a decision? Why is it important to understand how a drama or story propel the action, reveal aspects of a character, or provoke a decision? Students will produce clear and coherent Objective(s) writing. Quick Quick Write/Think Aloud Quick Write/Think Aloud Assessment Preview Write/Think Power Point Presentation Bell Ringer/Power Point Power Point Aloud Video Presentation/Video (Before) Power Point Presentation- Presentation The Introduction Video- Elements Persuasive Essay of drama/drama 1. Define 1. Define elements of a Small group instruction 1. Define elements of a Assessment Tiered Instruction/Various Instruction elements of story, dialogue, or drama. story, dialogue, or Assignments for Level 1, 2, and 3. (During) a story, 2. Compare and Contrast drama. dialogue, 1. 3 supporting paragraphs Include small group plans two or more characters, 2. Compare and or drama. settings, or events in a 2. Transitional Words to Contrast two or more 2. Compare story or drama, drawing introduce and connect other characters, settings, and on specific details in the ideas within the sentence *A or events in a story or Contrast text(how characters writing rubric will given to drama, drawing on two or interact) specific details in the the students based on the more 3. Describe in depth a text(how characters characters, following scale: 4- interact) character, setting, or settings, or Excellent 3- Acceptable event in a story or drama, 3. Describe in depth a events in a 2- Below Average 1- drawing on specific character, setting, or story or details in the text(e.g., a Unacceptable event in a story or drama, character’s thoughts, drama, drawing on drawing on words, or actions). specific details in the specific 3. The Rubric will include the text(e.g., a details in 4. Identify the elements of following: character’s thoughts, the plot(exposition, rising words, or actions). text(how action, climax, falling characters action, and resolution) A. Clear, well organized, well 4. Identify the elements developed ideas interact) 5. Identify characters, of plot(exposition, rising action, climax, 3. Describe in settings, and sequence of falling action, and depth a events in a text. B. Sentence Variation in resolution) character, 6. Identify dialogue in a paragraphs setting, or 5. Identify characters, story or drama. event in a settings, and story or 7. Participate in a C. Word Choice sequence of events in drama, drama(reader’s theatre, a text. drawing on small group, class) 6. Identify dialogue in a specific Small Group Instruction D. Transitional Words story or drama. details in the 7. Participate in a text(e.g., a E. Grammar usage and drama(reader’s character’s mechanics theatre, small group, thoughts, class) words, or Small Group Instruction actions). 4. Identify the elements of plot(exposit ion, rising action, climax, falling action, and resolution) 5. Identify characters, settings, and sequence of events in a text. 6. Identify dialogue in a story or drama. 7. Participate in a drama(read er’s theatre, small group, class) Small Group Instruction

Exit Slip Exit Slip Exit Slip Exit Slip Exit Slip Conclusion (After)

Extension/ Refining

Homework

Assessment (formal or informal): class work notebook homework quizzes tests computer activities collaborative work project based Other:___

Summarizing: 3-2-1 Ticket out the Door The Important Thing Cue Cards Teacher Questions Student Summary Other:______