Advanced English 8: Periods 1 and 2

56 Minutes
12/5/16
(5 mins) Begin Vocab Review Packets
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 recall vocab words and definitions from the last few weeks.
Students will be able to begin working on their review packets in preparation for their
Friday test.

Purpose: I am going to pass out a vocab review packet to help you prepare for Friday. On
Friday, you will be taking a vocab review test in the form of word matching. This review packet
is due at the beginning of class on Friday.
Input: I will give you five minutes right now to get a head start on your review packets before
we move on to our next activity.
Independent Practice: Students will have five minutes to begin working on their review
packets. They may use this time to ask me any questions about the material. As students work, I
will pass back graded work from last week: SQUID assessments and Unit 9 Vocab tests. I will
also speak with a few students privately about sharing their SQUIDs anonymously with the class
as an example of good work.
Assessment: On Friday, students will take a cumulative review test to assess their
comprehension of the vocabulary.
(15 mins) Review SQUID Format
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 explain how to write a proper citation for a quote.
Students will be able to set up or introduce a quote by providing context, and
explaining who is talking to whom.
Students will be able to interpret a quote by drawing conclusions about the text.
Students will be able to explain a quotes connection to a character statement.

Purpose: Most of you did really well on your SQUID assessments, but a few of you were still
struggling with some of the elements of SQUID format. So I want to take some time to review
some of these concepts using examples from your classmates that do a good job of reflecting the
expectations.
Modeling: I will project onto the board several examples of student work from the SQUID
assessment on Friday. Some will highlight strong ways to introduce a quote, others will show
how to properly cite, while others will demonstrate strong interpretation and explanation of
quotes. With each showing, I will ask questions, and underscore what each of these examples is
doing well. None of the students names will be shown. It will be completely anonymous. I may
even use examples from different classes.
Check for Understanding: I will then take any student questions about the material, making
sure that everyone understands what a strong SQUID paragraph looks like, and what a weak
SQUID paragraph looks like.
(35 mins) Finish 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.
Students will be able to explain what some major themes of the play were and provide
evidence to support those themes.

Input: I will read through all of the questions on the handout that students filled out yesterday,
asking students to volunteer answers to the questions. If students are confused about a passage, I
will clarify.
Input: I will read off the reading roles for today, so listen carefully for your name. I will only
repeat the list once. Now we are going to continue reading. Im going to start on page 264. Some
of you may have already read past this point, but many of you didnt get that far, so it will be
review for some of you, but I want to make sure were all on the same page.
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.
(3 min) Closure: What were some major themes throughout this play? What were some scenes
in the play that showed these themes? Were these themes conveyed through conflict between
characters? Dialogue? Setting?