<p> COPPINVILLE JUNIOR HIGH SCHOOL</p><p>LESSON PLANS</p><p>WEEK OF SEPTEMBER 18 – SEPTEMBER 22, 2017</p><p>TEACHER: P. ENGLISH</p><p>SUBJECT: ELA ADV. 8 BLOCKS: 1,2,3,5</p><p>MONDAY: September 18, 2017</p><p>COS: RL.8.1 – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.</p><p>RL.8.2 – Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an object summary of the text.</p><p>RL.8.3 – Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision.</p><p>Learning Target: I will complete a framed assertion based on the model STEAL example from Chapters 1-9 of “The Looking Glass Wars”.</p><p>Bell Ringer: Underline the prepositional phrases –</p><p>1. Hatter dashes through the looking glass to save Alyss from Redd.</p><p>2. The kitten in the market appears to be sweet and harmless.</p><p>Before/Engage: Discuss the bell ringer and Learning Target.</p><p>During/Explain: View a video on Direct and Indirect Characterization and STEAL.</p><p>After/Evaluate: TSW go through the questions and framed assertion together. Then students will begin to annotate the model paragraph.</p><p>TUESDAY: September 19, 2017</p><p>COS: Same as Monday</p><p>Learning Target: I will annotate a model paragraph using the framed assertion completed from a prior lesson.</p><p>Bell Ringer: What does the acronym STEAL stand for? Before/Engage: Discuss the bell ringer and Learning Target.</p><p>During/Explain: Complete annotation of the model paragraph and review.</p><p>HW: Study for Part 2 Test on The Looking Glass Wars.</p><p>WEDNESDAY: September 20, 2017</p><p>COS: RL.8.1 – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.</p><p>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.</p><p>RL.8.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 complexity and independently and proficiently.</p><p>Learning Target: I will show understanding of “The Looking Glass Wars” by successfully completing a written assessment on Part 2.</p><p>Bell Ringer: Underline the prepositional phrases </p><p>1. Rumors began to spread about a man with spinning knives on his wrists who appeared out of puddles.</p><p>Before/Engage: Discuss the bell ringer and Learning Target.</p><p>During/Explain: Complete a written assessment of “The Looking Glass Wars”.</p><p>After/Evaluate: Continue working on annotation of the model paragraph from Tuesday.</p><p>THURSDAY: September 21, 2017</p><p>COS: RL.8.1 – Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.</p><p>RL.8.2 – Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text.</p><p>RL.8.3 – Analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision.</p><p>Learning Target: I will be able to complete a STEAL on Chapters 10-18 with a framed assertion after reviewing the model STEAL and model paragraph.</p><p>Bell Ringer: Break it Down-</p><p>1 Rumors began to spread about a man with spinning knives on his wrists who appeared out of puddles. Before/Engage: Discuss the bellringer and learning target.</p><p>During/Explain: Students will complete a STEAL on Chapters 10-18.</p><p>After/Evaluate: Students will answer questions and complete a framed assertion and begin writing an AEC paragraph using the framed assertion.</p><p>HW: Study for Vocabulary Quiz on List 5.</p><p>FRIDAY: September 22, 2017</p><p>COS: L.8.6 – Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.</p><p>RL.8.4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies to other texts.</p><p>Learning Target: I can demonstrate understanding of the vocabulary words by successfully taking a written assessment.</p><p>Bell Ringer: Define the following words –</p><p>Agile, chastise, heritage, phenomenon, mien</p><p>Before/Engage: Review the bell ringer and turn in bell ringers for the week.</p><p>During/Explain: Take a quiz on vocabulary words from List 5.</p><p>After/Evaluate: Define words for List 6 and give a synonym and antonym for each word.</p>