Advanced English 8: Periods 1 and 2

56 Minutes
11/29/16
(5 mins) Review Homework
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Vocabulary

Acquisition and Use: #4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.

Objectives:

Students will be able to correct their own homework as I read off the answers.
Students will be able to make note of vocabulary words and/or definitions that they are
struggling with in preparation for their Friday vocabulary test.
Students will be able to create their own sentences using new vocabulary words.

Purpose: We are going to review the vocabulary homework so that you can check your answers
and make note of any definitions that you are struggling with so that you can study them for the
test on Friday. Then I will use the flashcards to randomly pick students to read out an example
sentence that you wrote last night.
Input: Pull out your vocabulary homework from last night. I will be going around and giving
stars for everyone who finished the homework. As I do this, circle a vocab sentence that you are
willing to share with the class. Then, I will review the answers for the vocab worksheet.
Assessment: As I read off the answers, students will assess their own work and make any
necessary corrections.
Input: Now Im going to randomly select students to read some of their example sentences from
homework.
Assessment: Students will read a sentence that they created for homework which used a
vocabulary word, and I will give them feedback on how well they used the word and constructed
their sentence. I will then hand out a vocabulary worksheet for them to complete for homework,
to help them review their new vocabulary terms from yesterday.
(20 mins) Finish SQUID Activity
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.

Input: Now I want you to pull out your characterization charts and your SQUID handouts from
yesterday. We will do a quick review and then youll have 20 minutes to finish this worksheet.
Who can tell me what SQUID stands for? How do we properly cite a page number? What
constitutes a quote? What is the difference between summary and interpretation?
Independent Practice: Students will complete their SQUID handouts independently, and I will
walk around and answer any questions as needed.
Input: Now stack your completed handouts in the center of your desks and I will come collect
them while you pull out your textbooks and turn to page 244.
(30 mins) Read the 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.

Purpose: Today we are going to move on to Act II of the Anne Frank play. Just before the break,
everyone had a chance to read at least once. This week, we are going to try to get everyone to
read a second time. Remember that this text is a part of our unit on narrative, so as we read I

want you to be thinking about how this play functions as a story, and what kind of story its
telling us. What kinds of unique perspectives and understandings do we get as we read this play?
Input: I will read off the reading roles for today, so listen carefully for your name. I will only
repeat the list once.
Input: Now, we are going to begin reading. Everyone follow along, and I want my readers to
read nice and loudly, and with emotion. Remember to follow along carefully so that you dont
lose your place and have an awkward pause when its your turn again. We want the reading to
flow nicely from character to character. Also keep in mind that I will stop the reading once and a
while to have class discussion, so dont lose your place.
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.
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.
(1 min ) Closure: Have students verbally summarize what has happened so far in the plot of the
play, and call out some elements of narrative that we have seen so far, providing some examples.