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Common Core State Standards:
CCSS.ELALITERACY.W.8.5
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.
CCSS.ELALITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (oneonone, in groups, and
teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
Learning Segment Objectives: Summative Assessment:
Students will be able to revise and edit their Students will create a piece of writing that
own work as well as the work of others. reconciles Shakespeare’s play with modern
issues we still face based on current event
SWBAT communicate ideas clearly and articles read in class. Students will choose
cogently. one theme/central idea to base their writing
upon.
SWBAT evaluate the efficacy of the work of
their peers.
Lesson Objectives: Formative Assessment / Checking for
Understanding for this individual lesson:
Students will work with one another in writing Student understanding of the topics
response groups to edit and revise their own discussed in this lesson will be checked in the
work as well as their peers. following ways:
● The teacher will assess student
understanding during “share outs”
after group work.
● The teacher will also be able to check
for understanding and progress by
circulating through the room to
monitor student groups.
Instructional Materials and Resources (teacher and student):
Materials:
1. Google Slides presentation
2. Student Essays
3. The teacher will need access to a promethean board and a Chromebook in order to get
through the day’s lesson.
Anticipatory Set: (Activating Student Background Knowledge, Establishing Rapport and
Motivation)
Transition from Previous Activity: The teacher will begin today’s lesson in the
following way:
1. Students will take out their Sacred
Writing Time journal entry from the
previous day.
2. Student, in 1520 minutes, will create
a short memoir on one of the foods
they wrote about the previous day.
Conduct/Behavior Expectations: Students are expected to wait at the door
before entering the class. When they do
come in, they are expected to review the
opening slide and begin preparing for class.
Students should stay engaged in the lessons
and participate whenever possible.
Connection to Students: The essential questions posed to students in
this lesson are “What is love?” and “What is
real?” Love and reality are both concepts that
students can relate to, and through the use of
current event articles, students are
encouraged to connect their reading to
modern society as well as their own lives and
experiences.
Main Portion (body) of the Lesson:
Prior Knowledge: Students, at this point, have completed the Checks for Understanding
rough draft of their Shakespeare Theme Essay. They are
reading others, giving feedback, and receiving feedback on 1. Who would like to
their own. They have done writing response groups several share a few
sentences from their
times and are comfortable with the format.
writing?
2. [Student name] what
1. Sacred Writing Time: Students will choose one food have you found in this
from the previous day’s listing activity to write a short essay that is positive?
memoir about. 3. [Student name] have
you noticed any
2. Students will open the rough draft of their errors in the essays
Shakespeare essays and switch with one person at you’re reading that
their table. They will have 8 minutes to read, edit and you’ve made in your
make comments on their peer’s paper. Then they will own?
4. [Student name] what
have two minutes to discuss feedback with the writer.
could you use from
3. Students will do three rotations of this process.
the essay your
reading to make your
own writing better?
Closure:
To close class, the teacher will review the next day’s activities and remind students when the
final draft of their essay is due.
Differentiation: Meeting Diverse Learning Needs (Based on your Context for Learning)
Whole Class ● All students will be given instruction
visually and auditorily.
● All students will have the opportunity
to receive feedback from peers.
Subgroups ● Students will work in groups to learn
from one another and build upon each
others’ ideas.
● Students who have not completed
their rough draft essay will move to
another part of the room to continue
writing their own.
Individuals ● Students with IEPs, 504s and English
Language learners will receive
additional conferencing as needed
from one of the three adults in the
classroom.