Grade 8 Small Group Discussions Lesson Plan

Jackie Kim 1

Goals / Objectives Students will be able to define ten new vocabulary words. Students will be able to use details to make inferences about characters in Bronx Masquerade. Students will be able to listen to each other in small group discussions and identify character traits of characters in Bronx Masquerade. Standards (and Assessment Anchors, if applicable) E08.AK.1.1: Demonstrate understanding of key ideas and details in literature. Make inferences, draws conclusions, generalizes and evaluates supporting details. E08.AK.1.1.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences and/or generalizations from the text. E08.AK.1.1.3: Analyze how particular lines of dialogue or incidents in a story, drama, or poem propel the action, reveal aspects of a character, or provoke a decision. 1.6.8.A.: Listen critically to each other in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. Materials and preparation Do Now notebooks Class workbooks Copies of Bronx Masquerade Highlighters Classroom arrangement and management issues I will keep the classroom arrangement as is but will make sure to circulate around the room during discussions and praise students who are on task, redirect groups who are off task, and offer assistance to those who are struggling. Plan 1. Do Now (10 min) a. I will have the following directions on the board: Do you think boys and girls are treated differently? Explain your answer b. Students will have ten minutes to come in, settle down, get there Do Now books, and answer the prompt c. After the ten minutes is finished, I will poll the class on their responses and have 2-3 students share their opinions 2. Vocabulary Words (10 min) a. Students will take out their class workbooks and I will put up a slideshow with the vocabulary words b. Before I put up the next word, I will have students try to spell and define the word c. I will give them example sentences with the word, common contexts in which it is used, and tips on how to remember the spelling and/or meaning

Grade 8

Jackie Kim 2

3. Bronx Masquerade (45 min) a. I will then have a student pass out their copies of Bronx Masquerade while another student passes out highlighters b. I will tell them that we will be continuing to discuss character traits and making inferences and have students give a quick overview of the characters we already studied c. I will tell them that they will be working in their groups, and I will not be telling them what to highlight or what information to highlight they will be responsible for filling out the details/inferences chart for the character we read about today with at least two inferences, which they will go around and share afterwards d. I will have students read the chapter aloud and will stop periodically to have students summarize and ask discussion questions to check for understanding i. I will refer back to the Do Now prompt and ask questions about double standards (the chapter selection is about a girl whose older sister constantly finds herself in abusive relationships and whose boyfriend hits her for the first time) e. The students will then get ten minutes to discuss the chapter and fill in their character charts with their groups i. I will remind them to focus on character traits and backup their claims with details from the text ii. I will walk around and check the students work and listen in on their conversations f. We will come back together as a class and one student from each group will share one of their inferences, which I will record on the board i. I will ask students if they agree, disagree or have similar findings g. I will then have a student read aloud the poem written by the character i. Before we read, I will tell students to look for figurative language in the text, specifically focusing on personification and similes h. I will have students share the examples of figurative language they found and interpret the meaning i. We will then discuss how the characters experiences have shaped her identity and the choices she makes 4. Ending class (5 min) a. I will have a student go around and collect the Bronx Masquerade packets, while another collects the highlights b. I will hand out the homework packets and tell them we will be picking up with the next character in Bronx Masquerade tomorrow

Assessment of the goals/objectives listed above I will use the class discussion to informally assess if students are able to make plausible inferences and support them with details I will check the students character charts to see if students were able to make plausible inferences that were supported by details from the text

Grade 8

Jackie Kim 3

I will observe the small group discussions to informally assess if students are able to listen to each other and express their opinions in a grade appropriate manner