Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Do Now/Read Aloud

Do Now:
Students will copy the following
vocabulary into their vocabulary
notebooks.

Invariably
Fugitives
Incentive
Dispel
Mutinous
Bleak
Forbidden
Vigilance
Indomitable

Latin suffix val means strong.

Example: valid.
Read Aloud:
The teacher will go over the
vocabulary using sentences that
relate to the students personal
experiences/everyday lives.

Reading

Objective:
Students will be able to determine
the purpose and function of main
idea in narrative text. They will do
this by gauging their prior
knowledge of Harriet Tubman and
documenting this information onto
a KWL chart.
Common Core Standards:
CCSS.RI.8.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts.
CCSS.L.8.4
Determine or clarify the meaning
of unknown and multiple-meaning
words or phrases based on grade 8
reading and content, choosing
flexibly from a range of strategies
.
CCSS.L.8.4.A
Use context (e.g., the overall
meaning of a sentence or
paragraph; a word's position or
function in a sentence) as a clue to
the meaning of a word or phrase.

Writing

Objective:
Students will be able to plan a
personal narrative essay. They will
do this by constructing an outline
and brainstorming ideas onto a
graphic organizer.
Common Core Standards:
CCS.W.8.3
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant
descriptive details, and wellstructured event sequences.
CCSS.W.8.3.A
Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally and
logically.
CCSS.W.8.3.B
Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.
CCSS.W.8.3.E
Provide a conclusion that follows
from and reflects on the narrated
experiences or events.

Homework

Homework:
Reading*Reading test on Friday.
*Vocabulary Quiz on Friday
Online Pearson Quiz
*Must be completed by Friday.
WritingSentences for each vocabulary
word.
Small groups planned:
Reading:
One group of four-five
8B &8C
Two groups of four-five
8A
Writing:
One group of four-five
8B &8C
Two groups of four-five
8A
Small groups met:

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

CCSS.L.8.4.B
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., precede, recede, secede)

CCSS.L.8.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.

CCSS.L.8.6
Acquire and use accurately gradeappropriate general academic and
domain-specific words and
phrases; gather vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.

CCSS.L.8.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.

Mini-lesson:
Model:
Introduce the Reading Skill, Main
Idea, and the Literary Analysis,
Narrative Essay, which will be
discussed within the reading
passage.
Guide:
Transition from the key focus of
the passage to engage the students
in a discussion by using their prior
knowledge about the Underground
Railroad.

CCSS.L.8.2.A
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
CCSS. L.8.2.C
Spell correctly.
Mini-lesson:
Model:
The teacher will showcase a standard
outline and emphasize particular
elements that function as the
framework to the paper. This will
include the thesis statement, main
ideas, supporting details, and the
concluding sentence.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Key questions will be used to
monitor student understanding and
maintain focus.
Who was Harriet Tubman?
What was the Underground
Railroad?
What was the purpose of
the Underground Railroad?
Independent Practice:
Students will analyze the
illustrations in the passage to
gauge their prior knowledge and to
peak their interest.
Using this information, students
will complete a KWL chart.
Assessment:
Informal teacher observation of
student engagement in class
discussion.

Guide:
Using the prompt, the students, with
the assistance of the teacher, will be
asked in one sentence, what will the
paper primarily be able? The
teacher will note student answers
onto the board. Students will then be
asked, what is a main idea that
would be suitable for our thesis?
Independent Practice:
Using the outline as a guide, students
will transition into independent
planning. Students will create an
outline using a graphic organizer.
Assessment:
Student completion of planning
graphic organizer.

Student completion of the KWL

chart.
Do Now:
It is important to learn about
historical figures who challenged
slavery because
_________________.
Read Aloud:
Synopsis of the PHL passage
Harriet Tubman: Conductor on the
Underground Railroad.

Objective:
Students will be able to find the
main idea of a passage and
recognize supporting details. They
will do this by examining lines of
text found in Harriet Tubman:
Conductor on the Underground
Railroad.

Objective:
Students will be able to create a first
draft of their narrative essays. They
will do this by using their planning
organizers as a framework to expand
and elaborate on concrete ideas and
elements.

Homework:
Reading*Reading test on Friday.
*Vocabulary Quiz on Friday

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Common Core Standards:
CCSS.RL.8.1
Cite the textual evidence that most
strongly supports an analysis of
what the text says explicitly as well
as inferences drawn from the text.
CCSS.RL.8.2
Determine a theme or central idea
of a text and analyze its
development over the course of the
text, including its relationship to
the characters, setting, and plot;
provide an objective summary of
the text.
CCSS.RL.8.3
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.
CCSS.RI.8.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts.

Common Core Standards:

PHL Text p.488-489
CCSS.W.8.3
Write narratives to develop real or
Answer the following questions:
imagined experiences or events using
Main Idea
effective technique, relevant
Reading Check
descriptive details, and wellstructured event sequences.
Online Pearson Quiz
*Must be completed by Friday.
CCSS.W.8.3.A
Engage and orient the reader by
Writingestablishing a context and point of
view and introducing a narrator
Finalize first draft.
and/or characters; organize an event
sequence that unfolds naturally and
Small groups planned:
logically.
Reading:
One group of four-five
CCSS.W.8.3.B
8B &8C
Use narrative techniques, such as
dialogue, pacing, description, and
Two groups of four-five
reflection, to develop experiences,
8A
events, and/or characters.
Writing:
CCSS.W.8.3.C
One group of four-five
Use a variety of transition words,
8B &8C
phrases, and clauses to convey
sequence, signal shifts from one time Two groups of four-five
frame or setting to another, and show 8A
the relationships among experiences
and events.
Small groups met:
CCSS.W.8.3.E
Provide a conclusion that follows
from and reflects on the narrated
experiences or events.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Mini-lesson:
Model:
The teacher will discuss and
introduce the following as a
framework for the reading:
Big Ideas and Key Understandings The cost of freedom often
includes sacrifice.
Individual actions can lead
to changes in society.
Following the introduction of the
Big Ideas and Key Understandings,
the teacher will then offer a small
synopsis of the story and will stress
the importance of 'Main Idea' and
how it is seen within the text.
SynopsisHarriet Tubmans first journey to
Canada on the Underground
Railroad is fraught with danger,
harsh conditions, and uncertainty.
In order to keep her disillusioned
party of runaway slaves safe
during the long journey, she
bolsters their spirits by telling
stories of freedom and singing
spirituals. When mutiny presents
itself, Harriet enforces the rule of
the railroad, Go on or die, by
threatening to use her rifle as a
means of keeping the secret of the
railroad safe.

CCSS.L.8.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.L.8.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
CCSS.L.8.2.A
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
CCSS. L.8.2.C
Spell correctly.
Mini-lesson:
Model:
The teacher will refer back to the
outline of a paper. Particular focus
will be placed on key components
found in a personal narrative. Each
step will be explained while referring
to the work students have completed.
Teacher generated examples will be
displayed to review key elements of
an effective personal narrative essay.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Guide:
The teacher will ask the students
what is a main idea? Students
will then be asked to determine the
main idea of the synopsis. The
teacher will then transition into
asking the students if the synopsis
displays fictional or non-fictional
elements.

Guide:
Students will discuss different
elements that would assist in
constructing a personal narrative
piece of writing as per their writing
prompt. Additionally, they will be
able to expand on these shared ideas
and recognize how personal
experience leads to richer meaning.

Independent Practice:
Within their small groups, the
students will begin to read the
passage, Harriet Tubman:
Conductor on the Underground
Railroad. PHL text p. 486- 488

Independent Practice:
Students will prepare to construct the
first draft of their personal narrative
essays.

Answer the following questions:

Reading Check
Narrative Essay
Assessment:
Informal teacher based observation
of student response and
engagement during class
discussion.
Student reading and completion of
PHL review questions.

Assessment:
Student completion of first drafts.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Do Now:
Think about the way your family
lives. You go to school. You
choose your friends. Your adult
family members can vote. At one
time, not everyone had the same
rights. Finish the statement: I am
thankful that in America I can

Objective:
Students will be able to discover
narrative components as seen in
literature. They will do this by
reading and examining Harriet
Tubman: Conductor on the
Underground Railroad and
answering text questions.

Objective:
Students will be able to edit their
personal narrative essays. They will
do this by reviewing their outline and
first draft, editing using the proper
editing marks, and conferencing with
the teacher to recognize strengths
and improve on weak areas.

Read Aloud:

Common Core Standards:

CCSS.RL.8.1
Cite the textual evidence that most
strongly
supports an analysis of what the
text says explicitly as well as
inferences drawn from the text.

Common Core Standards:

Answer the following questions:
CCSS.W.8.3
Narrative Essay
Write narratives to develop real or
Main Idea
imagined experiences or events using
effective technique, relevant
Online Pearson Quiz
descriptive details, and wellstructured event sequences.
*Must be completed by Friday.

CCSS.RL.8.2
Determine a theme or central idea
of a text and analyze its
development over the course of the
text, including its relationship to
the characters, setting, and plot;
provide an objective summary of
the text.

CCSS.W.8.3.A
Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally and
logically.

Opening paragraph from Harriet

Tubman: Conductor on the
Underground Railroad

CCSS.RL.8.3
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.

CCSS.W.8.3.B
Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.

Homework:
Reading*Reading test on Friday.
*Vocabulary Quiz on Friday
PHL Text p. 492-493

WritingFinish editing personal narrative.

Small groups planned:
Reading:
One group of four-five
8B &8C
Two groups of four-five
8A

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

CCSS.RI.8.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts.
Mini-lesson:
Model:
Following the read aloud, the
teacher will review the Main Idea
homework question. The teacher
will examine the components of
the passage and how they fall into
the genre of narrative.
Guide:
The teacher will then transition
into showcasing the read aloud
paragraph. The students, with the
assistance of the teacher, will
explain in their own words how
the passage falls into narrative.
Independent Practice:
Within their small groups, the
students will begin to read the
passage, Harriet Tubman:
Conductor on the Underground
Railroad. PHL text p. 490-491

CCSS.W.8.3.C
Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one time
frame or setting to another, and show
the relationships among experiences
and events.

Writing:

CCSS.W.8.3.D
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.

Small groups met:

CCSS.W.8.3.E
Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
CCSS.W.8.4
Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to task, purpose, and
audience. (Grade-specific
expectations for writing types are
defined in standards 1-3 above.)
CCSS.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.

One group of four-five

8B &8C
Two groups of four-five
8A

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Answer the following questions:
Main Idea
Narrative Essay (2)
Assessment:
Informal teacher based observation
of student response and
engagement during class
discussion.
Student reading and completion of
PHL review questions.

CCSS. W.8.10
Write routinely over extended time
frames and shorter time frames for a
range of discipline-specific tasks,
purposes, and audiences.
CCSS.L.8.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.L.8.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
CCSS.L.8.2.A
Use punctuation to indicate a pause
or break.
CCSS. L.8.2.C
Spell correctly.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Mini-lesson:
Model:
Students will understand the purpose
of revision and editing through a
sample article demonstrating a lack
of thought, feeling, elaboration, and
depth. There will be an emphasis on
structure and incidents in which
notation and elaboration can be
incorporated and added. In addition,
the use of transitional words and
phrases will be introduced in order to
allow the paper to have a more
cohesive flow.
Guide:
Collectively students will be asked to
question whether the selection lacks
detail, description, and whether it
follows a particular flow. Students
will work with the teacher to
reconstruct sentences and to make
the selection richer in detail,
description, and meaning.
Independent practice:
Students will work independently on
revising their personal narrative
essays with particular emphasis on
detail and elaboration. In addition,
they will use transitional phrases to
create a more consistent flow.
Assessment: Student
revision/editing of their personal
narrative essays.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Do Now:
I would fight for my liberty so
long as my strength lasted, and if
the time came for me to go, the
Lord would let them take me.
Harriet Tubman
Read Aloud:
Final paragraph from Harriet
Tubman: Conductor on the
Underground Railroad

Objective:
Students will be able to review the
concept of Main Idea and
components of Narrative. They
will do this by finalizing their
reading of Harriet Tubman:
Conductor on the Underground
Railroad and answer text
questions.
Common Core Standards:
CCSS.RL.8.1
Cite the textual evidence that most
strongly supports an analysis of
what the text says explicitly as well
as inferences drawn from the text.
CCSS.RL.8.2
Determine a theme or central idea
of a text and analyze its
development over the course of the
text, including its relationship to
the characters, setting, and plot;
provide an objective summary of
the text.
CCSS.RL.8.3
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.

Objective:
Students will be able to engage in
academic discussion regarding their
writing pieces. They will do this by
engaging in peer editing amongst
their assigned classmates and filling
out graphic organizers that will guide
their peers though weak areas. and
acknowledge their strengths.

Homework:
Reading*Reading test tomorrow.
*Vocabulary Quiz on Friday

PHL Text p. 496

Common Core Standards:
CCSS.W.8.3
Answer the following questions:
Write narratives to develop real or
Critical Thinking
imagined experiences or events using
1-3
effective technique, relevant
descriptive details, and wellOnline Pearson Quiz
structured event sequences.
*Must be completed by
tomorrow.
CCSS.W.8.3.A
Engage and orient the reader by
Small groups planned:
establishing a context and point of
Reading:
view and introducing a narrator
and/or characters; organize an event
One group of four-five
sequence that unfolds naturally and
8B &8C
logically.
Two groups of four-five
CCSS.W.8.3.B
8A
Use narrative techniques, such as
dialogue, pacing, description, and
Writing:
reflection, to develop experiences,
events, and/or characters.
One group of four-five
8B &8C
Two groups of four-five
8A
Small groups met:

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

CCSS.RI.8.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts.
Mini-lesson:
Model:
Following the read aloud, the
teacher will review the Narrative
Essay homework question. The
teacher will examine the
components of the passage and
how they fall into the genre of
narrative.
Guide:
The teacher will then transition into
showcasing the read aloud
paragraph. The students, with the
assistance of the teacher, will
distinguish between the main idea
and the supporting details.
Independent Practice:
Within their small groups, the
students will begin to read the
passage, Harriet Tubman:
Conductor on the Underground
Railroad. PHL text p. 493-495

CCSS.W.8.3.C
Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one time
frame or setting to another, and show
the relationships among experiences
and events.
CCSS.W.8.3.D
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
CCSS.W.8.3.E
Provide a conclusion that follows
from and reflects on the narrated
experiences or events.
CCSS.W.8.4
Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
CCSS.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.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Answer the following questions
PHL text
p. 494:
Main Idea
Authors Purpose
Assessment:
Informal teacher based observation
of student response and
engagement during class
discussion.
Student reading and completion of
PHL review questions.

CCSS. W.8.10
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
CCSS.L.8.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.L.8.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
CCSS.L.8.2.A
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
CCSS. L.8.2.C
Spell correctly.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Mini-lesson:
Model:
The concept of peer-editing will be
reviewed with the students. Readers
are able to voice whether a paper has
clarity and focus. In addition varied
perspectives allow for the expansion
of ideas. Mechanical errors will also
be noted within these discussions.
The teacher will model how to
properly work with peers and will
reinforce classroom expectations.
Guide:
Peer editing will be explained to the
students using the peer-editing form.
Students will recognize the
importance of peer editing not only
from the readers point of view, but
also their fellow writers. Students
will offer suggestions but will also,
in turn, provide the writer with
positive feedback.
Independent practice:
Students will read aloud each others
papers. They will take part in an
active academic discussion about
their writing pieces, emphasizing the
positive aspects and building on
weak areas.
Assessment:
Student completion of Peer-Editing
Form.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Do Now:
Vocabulary Quiz
Read Aloud:
Teacher reading and explanation of
directions as well as expectations
of the examination.

Objective:
Students will be able to
demonstrate their understanding of
Main Idea and Narrative. They
will do this by completing a timed
assessment of Harriet Tubman:
Conductor on the Underground
Railroad.

Objective:
Students will be able to create final
drafts of their personal narratives.
They will do this by using the
techniques, drafts, outlines, and
recommendations of the teacher and
their peers to create a cohesive piece
of writing.

Common Core Standards:

CCSS.RL.8.1
Cite the textual evidence that most
strongly supports an analysis of
what the text says explicitly as well
as inferences drawn from the text.

Common Core Standards:

CCSS.W.8.3
Two groups of four-five
Write narratives to develop real or
8A
imagined experiences or events using
effective technique, relevant
Small groups met:
descriptive details, and wellstructured event sequences.

CCSS.RL.8.2
Determine a theme or central idea
of a text and analyze its
development over the course of the
text, including its relationship to
the characters, setting, and plot;
provide an objective summary of
the text.
CCSS.RL.8.3
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.

CCSS.W.8.3.A
Engage and orient the reader by
establishing a context and point of
view and introducing a narrator
and/or characters; organize an event
sequence that unfolds naturally and
logically.
CCSS.W.8.3.B
Use narrative techniques, such as
dialogue, pacing, description, and
reflection, to develop experiences,
events, and/or characters.

Small groups planned:

Reading:
N/A = Testing
Writing:
One group of four-five
8B &8C

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

CCSS.RI.8.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings; analyze the impact of
specific word choices on meaning
and tone, including analogies or
allusions to other texts.
Mini-lesson:
Model:
The teacher will review the proper
procedure for participating in an
examination.

CCSS.W.8.3.C
Use a variety of transition words,
phrases, and clauses to convey
sequence, signal shifts from one time
frame or setting to another, and show
the relationships among experiences
and events.
CCSS.W.8.3.D
Use precise words and phrases,
relevant descriptive details, and
sensory language to capture the
action and convey experiences and
events.
CCSS.W.8.3.E
Provide a conclusion that follows
from and reflects on the narrated
experiences or events.

Independent Practice:
Students will complete a timed
summative assessment based on the
reading Harriet Tubman:
CCSS.W.8.4
Conductor on the Underground
Produce clear and coherent writing
Railroad.
in which the development,
organization, and style are
Assessment:
appropriate to task, purpose, and
Student completion of timed
audience. (Grade-specific
summative assessment based on the expectations for writing types are
reading Harriet Tubman:
defined in standards 1-3 above.)
Conductor on the Underground
Railroad.
CCSS.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.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

CCSS. W.8.10
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
CCSS.L.8.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
CCSS.L.8.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
CCSS.L.8.2.A
Use punctuation (comma, ellipsis,
dash) to indicate a pause or break.
CCSS. L.8.2.C
Spell correctly.
Mini-lesson:
Guide:
The teacher will refer to an essay
that effectively demonstrates
personal narrative. Students will be
encouraged to use this excerpt as a
guide and a source of reference. This
will be projected onto the board.

Lesson Plans for Andrea Rylkiewicz for the week of 10/14/13

Independent Practice:
Students will examine their personal
narratives using the input and
guidance of their peers and the
teacher. They will then finalize their
pieces of work.
Assessment:
Final draft of student personal
narrative essays.