Professional Documents
Culture Documents
Approx. Time
Goals
Standards
Anticipatory Set
Day 11
60 minutes
Students will feel prepared to complete assessment
Students will understand the significance of the assessment
Students will find value in the assessment.
Standard: 1. Oral Expression and Listening
a. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly. (CCSS:
SL.8.1)
i. Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion. (CCSS:
SL.8.1a)
ii. Follow rules for collegial discussions and decision-making, track
progress toward specific goals and deadlines, and define individual roles as
needed. (CCSS: SL.8.1b)
Standard: 3. Writing and Composition.
v. Establish and maintain a controlling idea appropriate to audience and
purpose
vi. Integrate the use of organizing techniques that break up sequential
presentation of chronology in a story (use of foreshadowing; starting in the
middle of the action, then filling in background information using
flashbacks)
vii. Write using poetic techniques (alliteration, onomatopoeia); figurative
language (simile, metaphor, personification, hyperbole); and graphic
elements (capital letters, line length, word position) for intended effect viii.
Express voice and tone and influence readers perceptions by varying
vocabulary, sentence structure, and descriptive details ix. Use mentor
text/authors to help craft appropriate technique x. Provide a conclusion that
follows from and reflects on the narrated experiences or events. (CCSS:
W.8.3e)
For this anticipatory set, have a discussion over the reading that students are
doing. Ask if they like how the story is progressing. Also, focus on what
they believe the purpose of the text has been so far. Ask students to imagine
living during that time. On a piece of paper, have them write what they wish
they would have known that they learned in this unit, if they were living
there. Give students about 3 minutes to think about this.
(3 minutes)
As a class, have student volunteers share out what they wish that they knew
or what they would like to have known if they were living at that time.
Write these on the board.
(3 minutes)
Closure
Materials
Students will then be given time to brainstorm ideas and begin working on
their final project. This should be a relatively quiet time for students to
work.
(40 minutes)
As closure, remind students that they have a vocabulary test tomorrow. Also
remind students that they will have another workday this Friday. They
should come to class with one of the three options chosen. They should also
begin to outline where they want their project to go.
(4 minutes)
Whiteboard, assignment sheet, rubric
Rubric
Category
Effectivenes
s of survival
guide.
In order to obtain all 4 points for this category, the student must use language that
can be understood by the intended audience. They must also offer real, effective
advice. Students will use language that is appropriate. Errors are minimal and do
not hinder the meaning of the text.
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Adherence to In order to obtain al 4 points for this category, students must produce a product
style
that adheres to all the guidelines, limitations, and expectations of the given
guidelines
product.
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Required
Students properly use: dialogue, figurative language, and characterization
elements
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Required
Students properly use: interesting and appropriate diction
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elements
Required
Students properly use: at least 5 elements from the plot diagram
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elements
Workshop
Student attaches draft and workshop notes to the final copy. In order to receive
all points, all components must be present, and attempt at improvement/revision
must be apparent.
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Grammar
Student adheres to the functions of Standard American English within their
project. If errors are made, they are rare and do not distract from the meaning.
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