Advanced English 8: Periods 1 and 2

56 Minutes
11/18/16
(10 mins) Grammar Belt Test
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Conventions of

Standard English: #1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Objectives:

Students will be able to pass a vocabulary test on the parts of a sentence (subjects,
predicates, direct and indirect objects, predicate nominatives, and predicate adjectives).

Input: Before we begin the grammar belt test on parts of a sentence, I want everyone to take out
their grammar work from the week and turn it in to the box in the back of the room. Make sure
that your name is on it. Then when you get back to your desk, take out a book to read silently
after you finish your test.
Purpose: Now that you have turned in your packets, you are going to take your belt test. Once it
is completely quiet and a proper testing environment, I will pass out the test.
Input: Im going to pass out your tests now, so I shouldnt hear any talking. If I hear chatter
during the test, I will have to assume you are cheating and Ill take your test away and give you a
zero. As I pass out your tests, take out a pencil, and write your name at the top of the paper.
Remember to write down the rules and strategies for remembering the parts of a sentence, and
label your verbs. Good luck!
Assessment: Students will take their tests and during my prep period, I will grade them. I will
also grade their homework packets, giving credit for completed work. Students will only lose
points on their packets if they have incomplete work. On Monday after I have entered their
grades into the online gradebook, I will pass their tests back to them with a score at the top so
that students know how they did. If they have any questions about their score or what they need
to work on, they can approach me after class.
(20 mins) Finish Act 1 of 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.

Input: Now we are going to finish reading the first act of the Anne Frank play. As usual, I will
read off todays roles, so listen carefully to see if you have a part today. If you are not reading
aloud, you are following along silently and respectfully. I also want you to pull out your
characterization handouts that youve been working on so that you can write down page numbers
for interesting quotes as we read. After we finish reading, I will give you time to fill out the rest
of the chart today.
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. Some of the questions will
require immediate answers, whereas others will be think-pair-shares that allow them to discuss in
groups first.
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.
(10 mins) Finish Characterization Charts
Objectives:

Students will be able to support a characterization of a character using evidence from the
text.

Input: Now you have ten minutes to finish filling in your characterization charts. If you can
keep the volume to a reasonable level and stay on task, I will let you work on it with the people
at your tables. But if you cannot stay on task, this will have to be a silent, independent activity.
Independent Practice: Students will look through the play and find quotes on their own to
support character traits for each character.

Check for Understanding: I will walk around and see how students are progressing, providing
assistance when needed.
Assessment: Students will not turn this handout in, but will complete it today and use it next
week to help them complete their SQUID paragraphs, which will be graded for points and will
be used to assess how well they are able to interpret material from the text and provide evidence
to support their interpretations.
(10 mins) Input SQUID Information
Common Core Standards:

Writing Standards: 1. Write arguments to support claims with clear reasons and relevant
evidence.
o a. Introduce claim(s) and organize the reasons and evidence clearly.
o b. Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
o c. Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
o d. Establish and maintain a formal style.
o e. Provide a concluding statement or section that follows from the argument
presented.

Objectives:

Students will be able to define SQUID.

Students will be able to write an argumentative statement and support it with evidence
from the text using the SQUID format.

Purpose: Now I am going to teach you a new structure for writing that is going to help you to
make arguments about a text and support your argument using evidence from the text. We are
going to be writing about the characters of the Anne Frank play, and providing quotes from the
play to support their characterization using the characterization charts youve just completed.
Input: Im going to pass out a handout and as I pass it out, I want you to read it over and prepare
to ask me any questions that you might have about it. I will project it onto the white board and
we will go over it together.
Modeling: I will project the SWUID input handout onto the board and read it over aloud to the
class. I will spend extra time going over the sample paragraph on the sheet which demonstrates
proper SQUID format, explaining what the paragraph is doing and why it is successfully
following the format.

Check for Understanding: After reading through the information and examples, I will ask the
class if they have any questions.
Guided Practice: If we have time, students will begin working on their SQUID handout, writing
paragraphs about the characters of the play in which they have to support a statement about that
character by providing evidence and analysis. As students work on this, I will walk around and
provide help and guiding questions. We will continue this activity next week.
(1 min) Closure: I will ask the class to tell me what SQUID stands for and what a proper page
citation looks like. Then I will ask students to name some passages from their characterization
charts that they plan to use in their SQUID paragraphs to support the statements on their sheets.