Grade 8: Module 1: Unit 1: Lesson 3 Inferring about ...

1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license. Grade 8: Module 1: unit 1: Lesson 3 Inferring about character : close reading of the Poem Inside Out and Introducing QuickWrites Grade 8: Module 1: unit 1: Lesson 3 Inferring about character : close reading of the Poem Inside Out and Introducing QuickWrites Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

2 Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G8:M1:U1:L3 June 2014 CCI Enhanced Module (Chenango Valley Central School District) June 2015 1 Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can cite text-based evidence that provides the strongest support for my analysis of literary text. ( ) I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character , or provoke a decision.

3 ( ) I can use a variety of strategies to determine the meaning of unknown words or phrases. ( ) I can effectively engage in discussions with diverse partners about eighth- Grade topics, texts, and issues. ( ) Supporting Learning Targets Ongoing Assessment I can make inferences to deepen my understanding of Inside Out & Back Again. I can cite evidence from the novel to explain how incidents reveal aspects of Ha s character . I can use context clues to figure out word meanings. I can participate in discussions about the text with a partner, small group, and the whole class.

4 Answers to text-dependent questions Agenda Teaching Notes 1. Opening A. Engaging the Reader: The Gist Mix and Share (5 minutes) B. Review Learning Targets and Add to the Things close Readers Do Anchor Chart (5 minutes) 2. Work Time A. close reading : Poem, Inside Out (15 minutes) B. Guided Practice: QuickWrite (15 minutes) 3. Closing and Assessment A. Debrief (5 minutes) 4. Homework A. Reread pages 4 9 and complete QuickWrite 1 This Lesson introduces a protocol that will be used throughout the modules to promote student engagement, collaboration, and self-assessment.

5 Review the Think-Pair-Share protocol (Appendix). Consider adjusting the protocol and posting it so that the expectations can be clearly presented to all students. For this Lesson , pair students of mixed abilities. Share small-group and partnering norms to increase the efficacy of group work and working in pairs. Again, consider posting these norms so that the expectations can be clearly presented for all students. In developmentally appropriate ways, give students specific praise when they are listening and contributing ( , props to this group over here, who I heard really pushing each other to give evidence ).

6 This Lesson introduces students to the routine of QuickWrites (see Work Time, Part B). In advance, prepare the QuickWrite Anchor Chart (see supporting materials). Note the use of the term focus statement, which is a more specific way of describing a topic sentence that focuses directly on the question being asked in a writing prompt. If time permits, you may wish to modify this Lesson so that students can record this anchor chart in their notes. This will allow them to refer to it, if needed, when working outside of the classroom. Grade 8: Module 1: unit 1: Lesson 3 Inferring about character : close reading of the Poem Inside Out and Introducing QuickWrites Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.

7 Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G8:M1:U1:L3 June 2014 CCI Enhanced Module (Chenango Valley Central School District) June 2015 2 Agenda Teaching Notes (continued) Throughout this Module , students write routinely using QuickWrites sometimes during class, and often as a part of their homework. Based on the needs of your class, determine whether to have students do this writing in their notebooks (either as a separate section or chronologically after their various class notes), or to have students do this writing on separate sheets of paper.

8 Review the unit 1 overview, unit -at-a-Glance chart, ongoing assessment column to see when and how the QuickWrites are used. (You may choose to eliminate one, but understand how this impacts the Lesson openings and unit assessments. And in unit 2, you may choose to design similar text-dependent questions to serve as QuickWrites, in order to reinforce this skill of writing strong analytical paragraphs). If you need scoring guidance in addition to the criteria on the QuickWrite anchor chart, consider using the NYS 2-point rubric to score students QuickWrites.

9 The teacher models writing a QuickWrite in front of the class. To save time, copy the model prompt in advance. It is important for students to see this writing done in real time, rather than just seeing a finished model. However, students will also benefit from having a hard copy to refer to later. A basic QuickWrite model is provided (see supporting materials). If possible, type up the authentic teacher model that you do during class, and distribute it to students as well. Consider which students might need additional practice with the QuickWrite model, highlighting and labeling the critical parts (see supporting materials).

10 If your school schedule permits it, this could be done in a separate session with assistance from adults, or if needed, with all students in your class. Consider using a visible timer to help students focus during the timed portions of this Lesson , based on the needs of your students. Consider which students might need access to the Vocabulary Guide for these lessons to support their acquisition of text. The glossary can be provided during an additional support class in advance, with time to pre-teach the words, or modified to be used by students independently (see supporting materials).