Advanced English 8: Periods 1 and 2

56 Minutes
11/14/16
(15 mins) Weekly Vocabulary Activity
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 infer the meanings of vocabulary words using context clues
found in example sentences.
Students will be able to explain which context clues from example sentences contributed
to their understanding of each vocabulary word and why.

Purpose: We are going to go over a new list of vocabulary words today, in order to expand your
vocabulary and reading comprehension skills.
Input: Im going to hand out the list of example sentences. I want you to highlight the context
clues in each sentence, and write a synonym next to the vocabulary word which has been bolded
and underlined in each sentence. As you work, discuss the sentences with the people in your
table groups and explain what you think the word means and why. You have 12 minutes.
Guided Practice: I will start my timer to keep us on track. Students will highlight and write on
their handouts, and discuss each word and sentence with their groups. After 12 minutes is up, we
will go over the words as a class.
Check for Understanding: As students work, I will walk around the room and listen to how
students are making meaning from the example sentences. If an entire group is struggling to
come up with an answer together, I will ask leading questions to get them thinking critically.
Input: Now Im going to go over the handout with you all. As we go over the answers, be sure to
write down the correct definition of each word if you did not already have the right answer. Can I
get a volunteer to give us their definition for the first word?
Check for Understanding: After all of the students have completed the handout, I will go
through each example sentence and ask for volunteers to explain what they think each word
means, and how they got to that conclusion by explaining their context clues. I will reinforce
students answers for each word by going over the definition with the class.

Independent Practice: At the end of this activity, students will receive a handout that contains
the vocab words and definitions. For homework, they will pick 10 words and write their own
example sentences to share tomorrow.
(3 mins) Review Anne Frank Reading
Common Core Standards:
Objectives:

Students will be able to summarize what has happened so far in the plot of the Anne
Frank play.
Students will be able to recall some elements of narrative that were observed in the text
so far (i.e. direct and indirect characterization, setting, etc.)

Purpose: Today we are going to continue to read Anne Frank, but before we move forward I
want to refresh our memories about what we read last week, since we had a long weekend and
may have forgotten some of the key details.
Input: Who can summarize just the key events that have happened so far in the play? How did
the play begin? What was the setting? What was the opening scene? What happened after the
opening scene? Which characters did we meet? What did we learn about them? Did we learn
about them through direct or indirect characterization?
Check for Understanding: I will call on students to answer these questions or take volunteers,
and we will review last weeks reading. If students are confused about what we have read so far,
I will clarify information.
(35 mins) Read the Anne Frank Play
Common Core Standards:

Reading Standards for Literature:

o 3. Analyze how particular lines of dialogue or incidents in a story or drama propel
the action, reveal aspects of a character, or provoke a decision.
o 4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.

Objectives:

Students will be able to perform lines of dialogue by reading aloud from the Anne
Frank play script.
Students will be able to listen and follow along as their peers read aloud.

Students will be able to answer questions about the plot, characterizations, setting, and
conflicts of the play so far.

Purpose: Now we are going to continue reading the Anne Frank play. Everyone will have a new
role today. So the people who read last week will get a break from reading, and we will have new
readers for the characters.
Input: I am projecting the list of parts and students assigned to those parts today up on the
board. Look up and make sure you know who you are playing today, because you will be reading
for that character. If you dont have a chance to read today, dont worry, everyone will get a
chance to read at some point. If you need to, write down your characters name before I remove
this from the projector. While you take a look at the casting list for today, I am going to pass out
a handout for you to take some notes on while we read. You can make note of where some good
quotes are by writing down the scene and page numbers, and then at home you can fill out the
chart with the complete quotes. This will help you keep track of characterization throughout the
play.
Check for understanding: Ask if anyone has any questions about the characterization handout
before we continue.
Input: Now, we are going to begin reading. Everyone follow along, and I want my readers to
read nice and loudly, and with emotion. Try not to have awkward pauses between dialogues, but
as the lines switch from one character to the next, keep the flow going. Remember that as the
narrator, I will be reading everything in italics, which includes some stage directions. If you are
not reading a part, you should be following along silently and respectfully. I will stop
periodically to ask everyone questions about the play.
Guided Practice: Students will read aloud from the play while sitting at their desks. Students
will either be practicing their reading skills, or their listening skills. As I stop and ask questions,
students will recall information about the elements of narrative, and be expected to explain what
is happening in the play, and do some critical thinking, as well.
Check for Understanding: These reading questions will also be a way to see how well students
are comprehending the material. Some of these questions will be designed to make sure that they
are following along and understanding what is happening in the story, and other questions will
require more interpretation of the text and critical thinking about the text.
(3 mins) Closure: Have students verbally summarize what has happened so far in the plot of the
play, and call out some elements of narrative that we have seen so far, providing some examples.