Chapters 22298th Grade Ela Page
| Document | Document Terms |
|---|---|
| ELA Standard Course of Study | Elementary, English Language Arts, High, Middle, Standards |
| ELA Standards Crosswalk | Crosswalk, Elementary, English Language Arts, High, Middle |
| North Carolina Extended Content Standards For English Language Arts K 12 | English Language Arts, Elementary, Middle, High, Standards |
| Understanding The ELA Standard Course Of Study Grade 1 | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 2 | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 3 | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 4 | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 5 | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 6 | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 7 | English Language Arts, Middle, Unpacking |
| Understanding The ELA Standard Course Of Study Grade 8 | English Language Arts, Middle, Unpacking |
| Understanding The ELA Standard Course Of Study Grade Kindergarten | English Language Arts, Elementary, Unpacking |
| Understanding The ELA Standard Course Of Study Grades 11 12 | English Language Arts, High, Unpacking |
| Understanding The ELA Standard Course Of Study Grades 9 10 | English Language Arts, High, Unpacking |
(Grade 2, Chapter 19) We Are Sent to Love and Serve: Coming To Jesus: 15913 (Grade 3, Chapter 18) Our Church Works for Justice and Peace: Coming To The Church: 15505 (Grade 4, Chapter 16) Living for Life: Coming To God's Love: 1430 (Grade 5, Chapter 15) Jesus Christ Forgives Us: Coming To God's Life: 15506 (Grade 5, Chapter 17) Jesus Christ. Refine your search: Keywords: Activity type. CHAPTER ONE THERE IS ONE mirror in my house. It is behind a sliding panel in the hallway upstairs. Our faction allows me to stand in front of it on the second day of every third month, the day my mother cuts my hair. I sit on the stool and my mother stands behind me with the scissors, trimming. The strands fall on the floor in a dull, blond ring.
These are the CCS Standards addressed in this lesson:
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
- L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Ongoing Assessment
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (RI.5.1, RI.5.3, RI.5.4, L.5.4a, L.5.4b)
In Advance
- Strategically group students into triads for the work in this lesson, with at least one strong reader per triad.
- Preview Close Reading Guide: Promises to Keep, Pages 38-41 and the Close Reading Note-catcher: Promises to Keep, Pages 38-41 to familiarize yourself with what will be required of students.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Chapters 22298th Grade Ela Pages
Supporting English Language Learners
Supports guided in part by CA ELD Standards5.I.B.5, 5.I.B.6, and5.I.B.8
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing the same routine for finding the gist as in Lessons 2-3, and for creating a new factor for success anchor chart as in Lessons 4-6. Students also benefit from the close reading in Work Time B, which focuses on using the text to address the Daily Learning Target.
- ELLs may find it challenging to keep pace with the class during Closing and Assessment A, given the volume and density of the text they are asked to read in the amount of time allotted. Consider working with a small group of students to help them identify factors for success together before doing so on their own (see Meeting Students' Needs).
Levels of support
For lighter support:
Chapters 22298th Grade Ela Page
- Invite students to explain how they determined the meaning of unfamiliar Vocabulary words, emphasizing the strategies of using context, and affixes and roots, as clues. (Example: 'Embraced is an unfamiliar Vocabulary word. The text says, '... surrounded by a community that embraced them. There they met lifelong friends.' lifelong friends makes me think that embraced means to accept or welcome someone.')
Chapters 22298th Grade Ela Page 18
For heavier support:
- Prepare sticky notes with pre-written words or drawings based on the gist of different sections of the text. During Work Time B, students can match the gist represented on the sticky notes with each section of the text.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students again engage with Promises to Keep. Before students engage with this text, continue to support comprehension by activating prior knowledge. Also provide questions visually as well as verbally.
- Multiple Means of Action and Expression (MMAE): It is important to support self-monitoring and executive function skills. In this lesson, you can facilitate student management of information and resources by allowing students to identify unknown words and record them in their Vocabulary log. Also consider offering scaffolds when students closely read the text. (Example: Provide sticky notes with words pertaining to the gist of the story already printed on them.)
- Multiple Means of Engagement (MME): Before students share with a partner, foster community and support students by practicing how to provide positive feedback (e.g., how to give a compliment or ask questions for further understanding).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- insisted, trek, anticipated, threatened, remaining, attendance, experiences, boycott, standing ovation, regarded, await, surrounded, reaction, resent, ambiguous, embraced (T)
Materials
- Promises to Keep (from Lesson 1; one per student and one to display)
- Finding the Gist and Unfamiliar Vocabulary: Promises to Keep Pages 30-41 (one per student and one to display)
- Finding the Gist and Unfamiliar Vocabulary: Promises to Keep, Pages 30-41 (answers, for teacher reference)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Vocabulary logs (begun in Module 1; one per student)
- Academic Word Wall (begun in Module 1; added to during Work Time A)
- Domain-Specific Word Wall (begun in Lesson 1; added to during Work Time A)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Close Reading Guide: Promises to Keep, Pages 38-41 (for teacher reference)
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (one per student and one to display)
- Close Reading Note-catcher: Promises to Keep, Pages 38-41 (example, for teacher reference)
- Affix List (from Module 1; one per student and one to display)
- Factor for Success: Historical Context anchor chart (begun in Lesson 4)
- Factor for Success: Personal Qualities anchor chart (begun in Lesson 5)
- Factor for Success: Support from Decision Makers anchor chart (begun in Lesson 6)
- Factor for Success: Support from Family, Friends, and Fans anchor chart (new; co-created with students during the Closing; see supporting Materials)
- Factor for Success: Support from Family, Friends, and Fans anchor chart (example, for teacher reference)
- Module Guiding Questions anchor chart (begun in Lesson 1)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
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