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Humphreys Week Topic: Grade:

Monday Tuesday Wednesday Thursday Friday

Standard(s)

Essential
Question(s)
and ​Language
Target

SWBAT....

Vocabulary

Daily Bellringer

Direct
Instruction

Student
Activities

Required
Materials

PBL Project
Connection

SIOP
differentiation
Language Scaffolds:

Sensory Graphic Interactive Digital Platform

Assessments

Formative

Summative
Lesson Plan - Humphreys
Topic: Bilingual Poetry Writing
8th Grade ESL/ELA
Monday Tuesday Wednesday Thursday Friday

Standard(s) .RL.8.4​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.
W.8.2.CU ​ se appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.8.2.D​Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.8.3​Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.

W.8.3.D​Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events.

Essential
Question(s) How can I apply my understanding of the key elements of [writing to create my own original work?

SWBAT.... Identify key components of narrative writing within a specific text.

Language Goal:​ Apply their understanding of narrative writing to create their own original work.

Vocabulary plot (exposition, rising action, climax, falling action, resolution), conflict, characterization, character development,
figurative language, theme

Daily Bellringer Worksheet: ​HERE


Bellringer

Direct As a class, we will Poetry Exploration, Poetry Exploration, Poetry Workshop, Poetry Workshop,
Instruction brainstorm and explore Day 1: Centers Day 1: Centers Day 2: Writing Day 3: Writing
models of poetry.
Together, we will On a poster sheet of Students are divided As students work, As students work,
watch examples of paper, write “Creating into groups of 2 and 3. teacher will circulate teacher will circulate
spoken word poetry, Bridges.” Have a class At each center, they around the room and around the room
traditional Mexican discussion on what that will be introduced to a conference with and conference with
corridos, pop music phrase means to them, different model of each student about each student about
and free verse. and what themes it can bilingual poetry: their poem. their poem.
connect to. Code-Switching,
What makes the poem Diamante, ​and ​Poema
powerful? Introduce project en Dos Voces.
rubric and models from
Do poems always have past classes.
to rhyme?

Student Students fill out Student discussion as After going around Students begin Students continue
Activities graphic organizer while they write their each station, students writing their rough writing their rough
watching spoken word opinion of what will work together to draft. draft.
examples. “creating bridges” do a “quick write”
means on the poster with one of the styles.
paper.
Homework: ​Students Do a gallery walk for
bring in a poem or song students to share
that they like to share their poems with each
with their classmates. other.

Homework: ​Students
think overnight and
pick one of the styles
to work with for this
project.

Required Graphic Organizer, PBL Project planning PBL Project planning PBL Project planning PBL Project planning
Materials poster paper, internet documents documents documents documents
link. Link: ​HERE Link: ​HERE Link: ​HERE Link: ​HERE

Narrative essay rough Narrative essay Narrative essay


drafts rough drafts rough drafts

PBL Project The PBL connection this week is that students are actively creating their final products throughout the week.
Connection