CSI=Cool Special Interest

 

Cool Special Interest
Create a list of 10 -20 subtopics that are areas to research.

Example

CSI = Knitting

1. Types of yarn - tell the different types and why they are different
2. How yarn gets color - tell the process that manufacturers go through to dye yarn
3. Natural colored yarn - what is it and how is it made?
4. The origin of knitting - How did knitting get started and where?
5. Animals? What animals contribute to yarn?
6. Plants? What plants contribute to yarn?
7. Simple stitch - what is the basic stitch and how to do it? 
8. Projects - what can you make with knitting?
9. Knitting Clubs - on line, what are they?
10. Knitting for charity- how?

Amendment 1

Writing Rubrics

click on the link below and go to 8th Grade Rubrics
State of Delaware

Department of Education 

Writing Rubrics

"Man-Made Monsters" and Scope "The Quinceanera Text

 

"Man-Made Monsters" Lesson Plans for Thursday, Nov 20
35-40 in the Close Reader

Essential Question:
How soon into the text can the reader identify one of Cohen's central ideas?

Steps for Close Reading the essay:

1. Students read the essay through carefully all the way.
2. As you read, jot down questions and comments in the margins.
3. Teams meet to fill out the graphic organizer: central idea and details
4. Reread pages 35 and 36 as a class. Do the "blue boxes" together to underline, circle and cite text evidence. 
5. Students complete 37-40 on their own working through the questions on the blue boxes. 
6. Page 40: Talk about the essay before students start to write it. Essay must cite text evidence and give several examples. 
7. Go over all work and have students grade their own papers by checking what is correct and fixing what needs rewriting.    

 "The Quinceanera Text" in Scope magazine - Magazines must stay in the classroom. They do not go home with students.

1. Close read the story 18-20.
2. Class discuss answers to the close read questions in the margins.
3.   Summarizing - worksheet #1 - do as review
4. Mood - worksheet #2 - do in student pairs
5. Quiz - homework 

Lesson Plans November 17-25 American Education Week and Almost Thanksgiving!

Lesson Plans Nov 17-21   

AMERICAN EDUCATION WEEK 

Gold week  

Homework for Language Arts Classes

• READ for 30 minutes every night. 
• Core 1, 2, 3:   writing a flash fiction

 

Language Arts 

Read

• Test on "Monkey's Paw" 
• "The Monkey's Paw" skills
• "Monkey" Paw" Film Clip paired lesson 121-123
• Determining Theme 117
• Analyze Stories: Foreshadowing 117
• Man-Made Monsters in Close Reader
• The Quincentenara in Scope: summarizing 

Writing and Warm-Ups

Freewriting 

Flash Fiction - Draft and revise an original, flash fictional story. 
Read these for inspiration 

Warm-Ups for Gold week 
Monday - Freewrite and vocabulary - write a definition
Tuesday - copy the poem and reflect
Wednesday -copy the terms below
Thursday - write a sentence for each vocabulary word

  
Vocabulary - "Monkey's Paw"

1. resignation
2. compensation
3. credulity
4. talisman
5. grimace
6. fate
7. bog
8. torrent
9. peril
10. frivolous

Terms  - "Monkey's Paw"

1. Theme - a message about life or human nature 
2. Universal theme - found in literature of different cultures and time periods, can include
3. Foreshadowing -  clues the author gives that hint at what will happen later in the story
4. Author's use of foreshadowing - to prepare the reader for strange or unexpected events
5. Determining theme - sometime the author state the theme, but most times it is inferred from the details 

Poem  - copy and reflect

Dreams

Langston Hughes

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.  

 

U.S History - Core 4

Research Projects: Amendment Research
Presentations and discussion. Notes.


Chapter 10: The Bill of Rights  133-143

1. Project: Sign up for one of the amendments. Research the amendment and then write a blog post to answer the following questions:  Define your amendment. Write about three reasons on why this amendment is important. Link the amendment to a current news story. Post on your blog.  Due Nov 25
2. Quiz on the First Amendment "pie" information. See blog post on Nov 17th.
3. Amendment One - pie drawing with information due Monday.
4. Read the chapter and discuss. Reread (close reading) for details. Complete the Review of the Text and the essay question.
5.  Country Project - Sierra Leone - due Friday, Nov 21 
6. Test on Chapter 10 + comic strip

History - The Bill of Rights

The Bill of Rights Quiz
Copy these questions onto paper and answer in essay form. 

1. Name the three main areas that the First Amendment covers and explain each. 
2. Take one of the areas and give an example relating it to news from recent times. 
3. Which do you think is the most important and why?

Flash Fiction

2013 Flash Fiction Scholastic Award Winners 

Bird Song

Cristo Redentor

The Monkey's Paw Plan

Central Text: Collection 2: The Monkey’s Paw
Standards Addressed in this Segment: RL1, RL2, RL3, RL4, RL6, RL9, W2b, W7, W8, W9a, L1c, L3a, L4a, L4b, L4c, L4d
Learning Goals/Target for this Segment (Are all the “knows” and “will be able tos” addressed by specific learning activities?)
Students will know ·      Suspense genre info ·      Some knowledge of foreshadowing	Students will be able to ·      Explain how foreshadowing contributes to suspense ·      Analyze how an author establishes theme
Launch/Activating Strategy: (How will you hook students at the beginning of the segment and activate and/or build the necessary prior knowledge?) History channel video about British imperialism- located on online student edition
Key vocabulary to preview and vocabulary strategy: (What content-specific vocabulary will students need to know in order to make meaning of the learning in the lesson and what strategy will you use to guide students to understanding?) Peril, condole, grimace, fate, credulity, prosaic, compensation, resignation, foreshadowing, theme
Lesson Instruction: (How will you provide instruction and/or specific learning experiences which lead students to the understanding necessary to respond to each assessment prompt?  What will be the sequence of these learning experiences? Does the level of thinking/learning required by the students increase throughout the lesson?)
Lesson Essential Question: (What question—from your Student Learning Map and/or your Learning Goals/Target and based on your grade-level standards—will direct and focus the learning in this individual lesson? Is this question at least a Level of Learning 3?) How does the author establish theme in the story? How does foreshadowing enhance the suspense in the story? Graphic Organizer: (What graphic organizers or other organizational tools will you use to help students organize their learning?) Foreshadowing chart (teacher created) Venn diagram to compare story to movie version (available under online resources) Assignment: (What assignment(s) will students do to prepare for, reinforce and/or extend their understanding? Are students required to work at a Level of Learning 3 or 4 in order to complete the assignment?  Are the higher order thinking skills from the “will be able to” addressed by this assignment?)
Learning activity 2 1. Read the story 2. YouTube video introducing foreshadowing with teacher-created chart Assessment Prompt for LA 2: (Is the level of thinking/learning required by the students increasing as the lesson progresses?) Excerpt of story- highlight examples of foreshadowing based on chart on page 117
Learning activity 3 1. paired laptop activity- theme tutorial 2. Analyzing the text questions page 118 Assessment Prompt for LA 3: (Is the level of thinking/learning required by the students increasing as the lesson progresses?) Compare and contrast story to movie (provided under online resources) using Venn diagram
Formative Assessment: The Monkey’s Paw test (comprehension multiple choice, vocabulary, short answer
Summarizing Strategy:  (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in relation to the lesson essential question?  Examples: Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.) Exit ticket- paragraph containing one way the story and movie are alike and one way they’re different