Advanced English 8: Periods 1 and 2

56 Minutes
11/3/16
(5 mins) Review Homework
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Vocabulary

Acquisition and Use: #4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.

Objectives:

Students will be able to correct their own homework as I read off the answers.
Students will be able to make note of vocabulary words that they are struggling with in
order to spend extra time reviewing or asking questions before the test tomorrow.

Purpose: We are going to review the vocabulary homework so that you can check your answers
and make note of any words that you are still struggling with so that you can study them for the
test tomorrow.
Input: Pull out your vocabulary homework from last night. I will be going around and giving
stars for everyone who finished the homework. Then, I am going to read off the answers so that
you can check it against your work. Correct your answers as we go.
Assessment: As I read off the answers, students will assess their own work and make note of the
problems that they struggled with and need to work on before the Friday test.
Check for Understanding: After reading off answers, I will ask if there are any questions about
the homework.
Input: Now Im going to randomly select students to read some of their example sentences from
homework.
Assessment: Students will read a sentence that they created for homework which used a
vocabulary word, and I will give them feedback on how well they used the word and constructed
their sentence. I will then hand out a vocabulary worksheet for them to complete for homework,
to help them review their new vocabulary terms from yesterday.
(10 mins) Review Predicate Nominatives
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Conventions of

Standard English: #1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Purpose: Were going to do some review of the predicate nominatives because I know there was
some confusion when you all did the homework assignments. Im not going to quiz you on
grammar tomorrow, but we will have a quiz on this next week.
Input: Each group will get a sentence and you have to work together to figure out: the subject,
the linking verb, and the predicate nominative in each sentence. You will have three minutes to
do this, and then we are going to go over the answers for each one as a class. So be prepared to
explain your answers.
Independent Practice: Students will work in groups to label the parts of the sentence they
receive.
Assessment: Students will explain the answers they came to and why.
Check for Understanding: If anyone has questions or confusion during this process, I will ask
guiding questions and elaborate in order to explain the grammar rules.
(10 mins) Finish Introduction to Narrative
Common Core Standards:

Writing Standards: #3: Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and well-structured event
sequences.
Speaking and Listening Standards: #4a. Plan and present a narrative that: establishes a
context and point of view, presents a logical sequence, uses narrative techniques (e.g.,
dialogue, pacing, description, sensory language), uses a variety of transitions, and
provides a conclusion that reflects the experience.

Objectives:

Students will be able to define the elements of a narrative

Students will be able to summarize what a narrative is in proper summary paragraph
format.

Purpose: Next week, we are reading the Anne Frank play. Even though it is a play, this this text,
which is based on a true story, contains many elements of narrative. We will be analyzing the
characters, motivation, setting, conflicts, and resolution.

Check for Understanding: Lets do a quick review of what weve already covered. Can
someone remind the class what setting is? How does language create setting? Who can share an
example of the language they used to describe the settings in their packets?
Input: Now if you havent already, pull out your packets and continue to follow along as we
finish our introduction to narrative.
Input: I will go through the slides, explaining the remaining terms and concepts.
Check for Understanding: As I finish inputting the rest of the material on narrative, I will stop
periodically and make sure everyone understands, addressing any questions that come up. I will
also remind students to CUTE their notes for homework in order to review the information.
(25 mins) Introduction to WWII & The Holocaust
Common Core Standards:

Speaking and Listening Standards: #1. 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.

Anticipatory Set: I will pass out a survey worksheet with statements that require students to
read and respond with either agree or disagree. This worksheet asks about themes that will
come up in our discussion of WWII and our reading of Anne Frank.
Input: In your groups, respond to each statement with either agree or disagree. I will give
you two minutes to do this, and then you will have five minutes to discuss these statements with
your groups and explain why you chose the answer you chose for each statement. While students
work on this sheet, I will pass out the handout for them to complete during the slideshow.
Purpose: The reason that we thought about these statements is because these questions will
come up in our reading of the Anne Frank play. The characters will deal with many conflicts
surrounding these issues, and we will analyze the choices they make and their outcomes.
Input: Now put your name on the handout I just gave you. You will fill in the blanks on this
handout as I read through the slideshow on World War II. Listen carefully and fill it in as you
follow along.
Input: I will then go through the slideshow and elaborate on WWIIs key players, and define
some key terms.
(5 mins) Closure: I will review the key terms and players discussed in the slideshow and ask
students to summarize the information. We likely will not have gotten through everything, and
will have to finish the material tomorrow. I will take any last questions, and then remind the class
what their homework is.