Subject: ELA/Social Studies Teacher: Rhonda Magee

Date: 2/11-15/13 Topic: AmericaA blanket With No Seams, or A Patch Work Quilt Reading Strategies

NC Standard Course of Study Objective RL.1: Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences from the text. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific evidence when writing or speaking to support conclusions drawn from the text. Essential Question Why is textual evidence important to support analysis? RL.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideals. Essential Question How does a theme or central idea develop throughout the course of the text? How do characterization, setting, plot influence the theme? RL.6: Language: L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 8 reading and content. L.4.a Use context (the overall meaning a sentence or a paragraph; a words position or function in a sentence). Essential Questions: How does the application of strategies enhance word study?

Activity Line and Hook

Description of Activities and Settings (Include Planned Questions) America is not like a blanketone

Materials and Time

piece of unbroken cloth. America is more like a quilt many patches, many pieces, many colors, and many sizes, all woven together by a common thread. - Rev. Jesse Jackson I. Engage and Educate to include Active Learning Chunk 1: Bell ringer Grammar Lesson Prompts Using appositives correctly How to use transitions in an essay Name the three different types of sentences Correcting sentences Non Fiction Literature Selection Students analysis sentence structure and determine if it is correct. Students will be able to make inferences about the outcome of the story. Students will construct a book jacket as a persuasive tool about the story. *****Describe the picture List of adjectives Lesson 1 Vocabulary: Symbol/symbolis m Procession Textual strength Analysis Authors purpose Infer/inference Connections Conflict Character traits Point of view 1st person 3rd person Irony tone mood Foreshadowing flashback

Alternative exercises

Remembering/Knowledge 1. Make a list of the main events in chronological order. 2. Plot the storyline.

Chunk 2: Power point

Understanding/Comprehension 1. Draw a picture of an event/important piece from the reading. 2. State or interpret what the author is trying to say to the reader. (What do you think the author wants you to understand?)

Literature Book Test Ready Booklet Test Practice Book

Chunk 3:

Applying/Application 1. Solve the conflict in the story? 2. Interview the author. (Yes. Youre going to have to pretend knowing what you know about the characters, setting, reading, and author, you will be able to answer the questions you come up with!) 3. Identify an example of foreshadowing in the reading.
II. Include differentiation at High, Middle, and Low Differentiate: High-Middle-Low I will ask questions based on Blooms Taxonomy higher order thinking that will reach all learning levels. Students with language barriers will be able to use the ESL teacher as an additional resource. Middle I will walk around checking answering students questions showing them context clues to find the answer. Low Low level student paired with a higher level student partner for help with class work. Students with PEP and IEP will be given a longer time to finish assignment. High AIG will add another level of research by writing an extra paragraph when summarizing information. Revisit the essential question and the learning target with the students. Read at least 30 minutes every night. Students complete Exit slips.

II.

Closure(Pla n for Maintenanc e) Reflect (Student Reflection)

Teacher Reflection ** this lesson is subject to modification. Was lesson effective? What evidence(s) do you have of this? Strategies (+ and -) Challenges Correction to future learning What will you do differently next time Additional Thoughts About The Lesson Title Author Type of story Introduction (How does the book begin?) Crisis (What is the problem? Rising Actions (How do the characters begin to solve the problem?) Climax (What is the turning point in the story?) Falling Action (How is the problem finally solved?) Resolution (How does the story ends?) Create a story Jacket On the front of the cover write the title, authors name, and an illustration of the book. On the back cover write a summary of the events in the book. Write your own name in the bottom right hand corner. On the inside front flap, write a detailed description of the main character of the story. On the inside back flap, write down the reasons why you liked the story, or did not. Try to persuade others that this is a good story to read, or that it is not. Attached: Guided Reading Strategies Yes No

Name: __________________ #________

Date: ___________

Non-Fiction Reading Strategies and Skills

*All responses must be in complete sentences!

BEFORE READING
Based on the title of your article and any pictures shown, what do you predict you will learn in this article? (If there are captions in the pictures, read them). I predict that What do you want to learn about this topic? 1. 2. 3.

DURING READING Record three questions you have, or three things you are wondering as youre reading.
1. ____________________ ______________________ ______________________ ______________________ ______________________ _____ 2. ____________________ ______________________ ______________________ ______________________ ______________________ _____ 3. ____________________ ______________________ ______________________ ______________________ ______________________ _____

Record three facts that are the most interesting or surprising to you.
1. __________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 2. __________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 3. __________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

AFTER READING Circle which type of non-fiction text you just read. Biography Autobiography Informational How-to

How do you know? ________________________________________________________

Circle which text features you found in the non-fiction text you just read. Photographs Table of Contents Illustrations/Drawings Glossary Index

Choose two text features that your non-fiction text had and record how each helped you understand what you were reading. Text Feature #1: _________________ How did it help you? _____________________________ _____________________________ _____________________________ _____________________________ Page # _____ Text Feature #2: _________________ How did it help you? _____________________________ _____________________________ _____________________________ _____________________________ Page # _____

Find three key vocabulary words that are important to the topic you just read about.
Word: Word: Word: _______________ Definition: ____________ ___________________ ___________________ ___________________ _______________ Definition: ____________ ___________________ ___________________ ___________________ _______________ Definition: ____________ ___________________ ___________________ ___________________