Class Date

Goals
Standards

Approx. Time
Anticipatory Set

Day 8
Students will gain more confidence with their writing.
Students will gain more confidence with using their vocabulary words.
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)
Standard: 3. Writing and Composition
a. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences. (CCSS: W.8.3) i. Engage and orient the reader by establishing a
context and point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically. (CCSS:
W.8.3a) ii. Use narrative techniques, such as dialogue, pacing, description,
and reflection, to develop experiences, events, and/or characters. (CCSS:
W.8.3b)
60 minutes
Together as a class we will go through the vocabulary slides again. I will ask
one or two student volunteers to offer how they remember the word (2
students per word). We will go over the meaning together. This is a
somewhat bland anticipatory set, but I want my kids to have these
words fresh in their minds
Pestering
Quaking
Stupor
Warped
Brittle
Parched
Foresaken
Gripe
Staggered
Dazed
Ratcheted
Bawling
Bitterness
Hospitality
Rickety
Desperation
Charred
Thistle

Teaching/
Presentation:

Bleary
Chafed
(10 minutes)
I will ask students to get out their double entry notebook entries, vocabulary
activities, copy of the text, and I will give them all a fresh plot diagraming
graphic organizer. Then, I will tell them that the activity we are doing today
involves writing our own story (we can use prose or write normally) that
features 5 words from the vocabulary list. We will then switch papers
clockwise in our clusters, and each reader will add a sentence that features a
vocabulary word that has not yet been used. The end of this activity should
use 10 vocabulary words in each story. When the stories are complete, we
will switch papers one more time, and self evaluate our papers. I will write
these instructions on the board:
(5 minutes)
Pick 5 vocabulary words from our list.
Incorporate these words into a story that follows the plot diagram graphic
organizer (you will have more than 5 sentences!)
Incorporate scenes and characters that you wrote about in your double entry
notebook.
I will then allow students time to work.
(15 minutes)
During this time, it is important that you circulate to answer any
questions
**I decided against modeling since this is a skill the students have been
working on throughout the unit. I believe that they are ready. If they need
any additional help, they may ask me.**
Students will then rotate the papers 4 times. Students will be asked to add
one sentence that features a new vocabulary word. It must not have already
been used. They must incorporate it into the story. This means that they have
to read the story (each student will have 3 minutes with the paper).
(12 minutes)
The students will then rotate their papers one final time. Here, they must
complete the following questionnaire/identification (this will be on the
smartboard).
Students should answer these in the margins of the paper
Plot:
Character:
Vocabulary words used:
How many were used correctly:
How many were used incorrectly:
Which words am I struggling with:

Which words do I know very well:

Does my story feature rising action?
Effective syntax?
Effective diction?
Did I use dialogue?
What areas can my paper improve?
(8 minutes)
Closure

For closure, we will be revisiting the KWL chart that we have been
referencing throughout this unit. I will ask students to get these charts out
and take 4 minutes thinking of anything that they have learned through
reading Out of the Dust.
(4 minutes)
I will again, pull up the class copy of the KWL chart and ask for student
volunteers to share their thinking. Once they have shared, they can then go
to the board and add it to the master copy.
(6 minutes)

Materials
Smartboard, writing utensils, paper, slides,