Professional Documents
Culture Documents
Week of :
February 8 - 19
Day:
Monday
Standard:
The grammar focus will be on Nouns and Pronouns. Also, the novels, Monster
and Bad Boy will be read in our classes. This week students will discuss the
impact that culture and perceptions have on Identity. Students will also begin
planning and drafting Personal Experience Narratives about an
event/experience/person that has helped to shape their identity. The students
will also learn various aspects of the writing process, focusing on composing
effective introductions, using hooks and other engaging methods of writing.
Finally, the students will take the Unit One mid-term test.
ELACC8RI2: Determine a central idea of a text and analyze its development over the course of the tex
including its relationship to supporting ideas; provide an objective summary of the text.
ELACC8RI3: Analyze how a text makes connections among
and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories
ELACC8RI4: Determine the meaning of words and phrases
as they are used in a text, including figurative, connotative,
and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or
allusions to other texts.
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective sum
ELACC8RL4: 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.
ELACC8RI10: By the end of the year, read and comprehend
literary nonfiction at the high end of the grades 6-8 text
complexity band independently and proficiently.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 8.)
ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
Warm-Up/ Do-Now
(5-8 minutes)
First Impressions: Select a variety of random pictures of people, and present them to students as a
collage, museum walk, or slide show. Tell students to write down their first impressions of each
person.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Complete a First Impressions Web (Reality Central Textbook, pg. 28), and help
students define and understand the following terms: bias, unbiased, stereotype,
objective, and prejudice in relation to forming first impressions. Words can be
jigsawed by groups. (Optional: Allow student groups to role play the meaning of
their assigned word.)
Review/discuss instances in which students have been wrong about First
Impressions/Share Stereotype tickets out the door from day 13
Read the selection At First Glance, pgs. 29-31, and complete the Wrap it Up, pg. 31
iation Different
**Revisit journal topic from last week (experiences), and allow students to
select a topic from their list to develop into a personal narrative about an
experience/event/person/etc. that has helped to shape their Identity.
Tier I
Tier II
Tier III
Closing (Summary)
(5 minutes)
Week of :
February
Day:
Wednesday,
Standards:
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Warm-Up/ Do-Now
(5-8 minutes)
Journal: Share the Shakespeare Quote from Romeo & Juliet: What's in a name? that which we call a
rose
By any other name would smell as sweet. Ask students to try to explain what this means.
Does your name fit you? Reflect on the role that a name has on shaping a persons identity and
first impressions. Discuss whether or not you think your name is fitting as well as what you would
change your name to if you could.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
ion Differentiat
Tier I
Tier II
Tier III
(5 minutes)
Create a name acrostic for your name with words and phrases that describe you.
Standards:
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Warm-Up/ Do-Now
(5-8 minutes)
Does your name fit you? Reflect on the role that a name has on shaping a persons identity.
Discuss whether or not you think your name is fitting as well as what you would change your name
to if you could.
Opening (Hook/ Activating Strategy/Learning Intentions)
(5-10 minutes)
Present a slideshow of various names (typical, common, uncommon, weird celebrity baby
names, etc.) Discuss the effect that a persons name has on their identity.
Work Period (I do, we do, you do)
(30 minutes)
ion Differentiat
Display the name Luella Bates Washington Jones, and ask students to write a
written description or draw a picture of the person that they think would have this
name.
Students will then read the selection Thank You Maam (Student textbook) to
determine if the connotation and impressions of the name matches their
predictions.
Complete a character analysis organizer for Ms. Jones
Conference with students about Narrative Drafts
Tier I
Tier II
Tier III
Paired or independent
reading of the selection.
Compare and contrast
initial description of Ms.
(5 minutes)
Week of :
February
Day:
Friday,
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective sum
ELACC8RL4: 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.
Discuss the meaning of the word culture. Talk about all of the things that make up a
culture, and allow students to discuss their own cultures, traditions, etc.
Show video clip: https://www.youtube.com/watch?v=57KW6RO8Rcs
Work Period (I do, we do, you do)
(30 minutes)
Differentiation
Tier II
Tier III
Closing (Summary)
(5 minutes)
Week of :
September 1418, 2015
Day:
Monday
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective sum
ELACC8RL3: 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.
ELACC8RL4: 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.
ELACC8RL10: By the end of the year, read and
comprehend literature, including stories, dramas, and
poems, at the high end of grades 6-8 text complexity
band independently and proficiently
ELACC8W1: Write arguments to support claims with clear reasons and relevant evidence.
.
ELACC8W3: Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grade 8.)
Warm-Up/ Do-Now
(5-8 minutes)
Differentiation
Tier II
Tier III
(5 minutes)
Week of :
September 1418, 2015
Day:
Tuesday, Day 16
The focus this week will be on the role that conflict has on shaping Identity both in our
lives and with literary characters. Students will revise and edit Narratives, and prepare
final drafts. Finally, students will begin their culminating Digital Story Project in which
they will select either their Where Im From Poems or Personal Narrative Essay to
create a Digital Story.
ELACC8RL1: Cite the textual evidence that most strongly
supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
ELACC8RL2: Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an objective sum
ELACC8RL3: 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.
ELACC8RL5: Compare and contrast the structure of two or
more texts and analyze how the differing structure of each
text contributes to its meaning and style.
experience with the narrators. Allow students to share journal responses. Discuss the
sources of their embarrassment noting any commonalities or differences with the
narrators.
Work Period (I do, we do, you do)
(30 minutes)
Finish reading the selections and complete the Reading Check & Critical Thinking
questions on pg. 425 to assess comprehension of the selection, The White
Umbrella or The Medicine Bag.
Use an organizer to analyze the differences between the Chinese culture and the
American culture in the selection.
Advanced: Read the selection Limits, as a companion piece to the selections
above. http://teacher.scholastic.com/scholasticnews/indepth/one_world/pdfs/spread9.pdf .
Analyze the culture clash and stereotypes presented in the selection.
Compare/contrast the two selections.
Differentiation
Guide students
through answering
selected reading check
and critical thinking
questions.
Closing
(Summary)
Tier II
Tier III
(5 minutes)
Week of :
September 1418, 2015
Day:
Wednesday, Day 17
Warm-Up/ Do-Now
(5-8 minutes)
tiation Differen
Tier I
Tier II
Tier III
Closing (Summary)
(5 minutes)
Week of :
September 1418, 2015
Day:
Thursday, Day 18
Standards:
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
ELACC8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
narrative
Warm-Up/ Do-Now
(5-8 minutes)
ion Differentiat
Tier III
Closing (Summary)
(5 minutes)
Week of :
September 1418, 2015
Day:
Friday, Day 19
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and au
have been addressed. (Editing for conventions should demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when w
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation,
when writing.
ELACC8L2: Demonstrate command of the conventions of standard English capitalization, punctuation,
when writing.
ELACC8L3: Use knowledge of language and its conventions when writing, speaking, reading, or listenin
Warm-Up/ Do-Now
(5-8 minutes)
Display the phrase IDENTITY CRISIS along with the cartoon image (cow saying moo) and allow
students to brainstorm and/or freewrite about what it means to have an identity crisis.
Write about a time that you experienced an Identity Crisis. If you cant recall experiencing one,
reflect on what you have learned about Identity Crisis as well as your thoughts and opinions about
the concept in general.
Share definitions and thoughts about what it means to have an identity crisis.
Define what an identity crisis is
Work Period (I do, we do, you do)
(30 minutes)
tiation Differen
(5 minutes)
Ticket Out the Door: Write about a time that you experienced an Identity Crisis. If you
cant recall experiencing one, reflect on what you have learned about Identity Crisis as
Week of :
September 2124, 2015
Day:
Monday, Day 20
ELACC8W3: Write narratives to develop real or imagined experiences or events using effective techni
descriptive details, and
well-structured event sequences.
ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are
purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 13 above.)
ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing a
revising, editing,
rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
should
demonstrate command of
Language standards 13 up to and including grade 8.)
ELACC8W6: Use technology, including the Internet, to produce and publish writing & present the relati
and ideas efficiently
as well as to interact and collaborate with others.
ELACC8W8: Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
ELACC8W10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify information, strength
and evidence, and add interest.
ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal Englis
indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
Warm-Up/ Do-Now
(5-8 minutes)
Explain to students that they will be using the next few days to create a digital narrative based on
one of their writings: Poem or Narrative
Students will use either Where Im From Poems or Personal Narrative Essays to
create a Digital Story.
The Digital Story Project will take 3-5 days to complete. Steps are as follows:
Select the writing piece
Use a storyboard to organize the writing into sections, along with digital
accompanying images, written text, narrations, and music to use per slide.
Students can use photostory, moviemaker, www.photopeach.com, or any
Differentiation
http://padlet.com/wall/aj64yztiw5/wish/6221010
http://maasd.edublogs.org/digital-storytelling/web-based-digital-storytelling-tools-onlineinteractives/
http://digitalstorytelling.coe.uh.edu/
http://www.youtube.com/watch?v=0Ybyo1s1nwc
http://www.digitalstoryteller.org/
Tier I
Tier II
Tier III
Project is
differentiated
Closing (Summary)
(5 minutes)
http://studentwritersmind.blogspot.com/2011/01/identity-crisis-poem.html
Broken mirror,
Many faces,
Many ears and noses,
Many eyes
That stare back at you.
Fists that bleed
Knuckles are numb,
But still feeling that same emptiness inside.
Flashbacks of memories
Of people you once were,
But who are you now?
I am the cocky one,
The confident and brave,
Strength
Is what I rely on
And have no weakness.
I am the artist,
The sensitive soul
That wouldnt hurt a thing,
The one that loves words and paint.
I am the student,
Studying hard
And went to college,
Made parents proud,
The one that doesnt make a sound.
I am the-I am the-I am the-I dont know anymore,
Who I am,
Who I was,
All is gone,
Because change is the only constant in life.
One minute youre this,
The next minute that,
A second later
On the social clock
And youre something completely different.
I am the man with the bleeding fist,
Who couldnt handle any of it,
Who couldnt handle any more of the change,
Who couldnt handle the voices in my brain,
Couldnt take the environment or peers,
Couldnt stay clear
From the path that was chosen by someone else.
Who am I now?
The real me.
Fractured, broken, and needing time,
Piece by piece,
The stained glass was cleaned and glued back,
But still the fractured mirror had those cracks,
The image that I saw was still plural,
Was still so many,
Hands traced the schisms created
And they tore the mirror down
Without a sound.
Silently taking the many pieces away
Until only one remained.
This was me,
The only piece not affected by society,
By everyone I knew and loved,
Tabula rasa
Once again,
Ready to change,
But this time for the better
And not for another
Bad influence.
What is identity to you?