Lesson plan of 8th grade English Language Arts1.Desired Results: Construct meaning from a complex text through a presentation of comprehension and command of conventions
of standard of English in a creative response to academic text. 2. GPS Standard(s): ELACC8L1-Demonstate command of the conventions of standard English grammar and usage when writing and speaking a.ELACC8L2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. b.ELACC8L3-Use knowledge of language and its conventions when writing, reading, listening, and speaking. c.ELACC8W2-Write informative text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 3. Introduction: Eat a Clementine, describe sensation and identify verbs. Share with a partner of your choice (10 minutes) 4. Learning Plan: Teacher will show video from Scholastic magazine. Students will read one or two of the related articles in the magazine provided depending on their reading strength. Students will respond to the article by creating their own article explaining the effects of natural disasters. This is independent work. This is a test grade. (30 minutes) 5.Conclusion: Students will be appreciated for their time and effort.(10 minutes) 6. Assessment: Present magazine articles in a think-pair-share. Add bittersweet comments. (One compliment and one constructive criticism) 7.Differentiation for Students with Exceptionalities: Students can choose one or both articles. The articles are on different levels. Students may work together and with the hand out from the previous day. 8.Materials and Resources Markers, Clementine, paper, pencil, and Scholastic magazines and video |
Lesson plan of 7th grade TAG Social Studies1. Desired Results:
Students will be able to analyze the long term effect of United States involvement in South East Asia. Students will be able to make cross content connections between the events of the 1960’s 2.GPS Standard: a. SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century. 3. Introduction: a. Video introduction of 60’s protest, Vietnam War film and other visual aid to peak interest about the time period and fill out a KWL chart and do a think-pair-share with a partner after. b. Help students to answer the following with an introductory activity: I. Students need to know this material to build their knowledge of history and create a point of view on the issues of the past ii. Students will be able to make connections between now and the past. The enduring understanding is learning to make cross-content connections in order in fine tune analyzing skills. iii. In our unit on South East Asia this particular time period truly connects the transition between a time period where most of Asia was isolated and a time where government and economies influence major change and US involvement iv. The students are agents in Mission: S.E.A (Southern and Eastern Asia). They have learned about physical and political features. In order to understand why this part of the world they need some background information (15 minutes) 4. Body: a. Students are placed in selective groups of 4-5 based on performance in the unit so far and behavior. b. The room is prepared into five stations. Students will spend 5 minutes at each station. c. The stations are i. Tie-dye shirts and add a quote that summarizes a the 60’s ii. Make ‘ants on a log’ and drink ‘Tang’ a popular 60’s snack iii. Read about the scandal of the 60’s, write connections about JFK and Marilyn Monroe and events today. iv. Listen and read Marvin Gaye’s ‘What’s Going On?’, analyze what the lyrics mean. v. Learn 60’s dances d. As student walk the station the teacher should be asking students review questions and asking students to make cross-content connections between the material and other books and events. Students will be asked to read articles from the time period that are around the room if they finish their activity early. e. The teacher will model cooperative learning activities prior to the students starting the activities. f. The teacher will go from small groups to whole class discussion (40 minutes) 5. Conclusion: a. Students should summarize the lesson b. Revisit questions from the lesson in whole group discussion. Connect the conclusion to the introduction – it’s a big circle c. Review. Read the work turned in and discuss it the next day if there is whole class confusion or understandings (35 minutes) 6. Assessment: a. The connections, the class discussion, and the students analyzing of the song lyrics in relation to our unit will be help the teacher assess the students’ knowledge of the time period they will begin to study b. Student will write what they learned on a form peace sign 7. Differentiation for Students with Exceptionalities: a. The students are pre-placed in groups based on prior-knowledge and skill sets. More experienced learners are matched with those who need more guidance. b. Students will scaffold each other c. Student will use every sense, read, write, and listen. All types of learners are able to excel during this lesson 8. Materials and Resources: a. Celery, cream cheese, peanut butter, raisins, and tang b. News articles for each year in the 60’s to decorate the room and provide extra reading for those who are finished quickly c. Sharpies for writing on shirts (students may use phones or class technology to find quotes that summarize the 60’s) d. Pictures and several articles on Marilyn Monroe and JKF e. Audio of ‘What’s Going On’, printed copies of the lyrics |