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COMMONWEALTH OF PUERTO RICO

DEPARTMENT OF EDUCATION

Salvador Brau JHS


8th GRADE ENGLISH LESSON PLAN
DE-Carta Circular #2-2010-2011

Date: ______________Teacher: _________________________________ Group: _____________


Standard #1
Listening/Speaking
Expectation (s)

Standard #2
Reading Comprehension
Expectation (s)

Standard #3
Writing
Expectation (s)

The student uses the English language to interpret oral


input, construct meaning, interact with confidence both
verbally and nonverbally, and express ideas effectively in
a variety of personal, social, and academic contexts.

The student uses reading strategies, literary analysis, and


critical thinking skills to construct meaning and develop
an understanding as well as an appreciation of a variety
of genres of both fiction and nonfiction.

The student effectively communicates to a variety of


audiences in all forms of writing through the use of the
writing process, proper grammar, and age appropriate
expressive vocabulary.

Skill(s)

Skill(s)

Skill(s)

8.1 Listens and responds during a read aloud from a


variety of fiction and Nonfiction to comprehend,
generalize, relate to character and setting, and make
connections to text.

R 8.1 analyzes the text, establishes purpose, recognizes


authors purpose, and distinguishes text features to
enhance comprehension.

8.2 Listens, responds to, and analyzes complex


instructions and statements; applies and clarifies
instructions and directions; answers and formulates
closed and open-ended questions.

R.8.2 Applies context clues, reference sources, and other


vocabulary expansion strategies to assess word meaning
using prior knowledge to relate to new meaning; uses
prefixes, suffixes, and root words to determine the
meaning of unfamiliar, multiple-meaning, and compound
words.
R. 8.3 Distinguishes main character from supporting
characters, compares and contrasts characters traits,
describes and explains setting in fiction. distinguishes
between first and second person point of view.
R. 8.4 Sorts and organizes relevant events, states cause
and effect, makes connections, predictions, and
inferences, determines problem and solution, and draws
conclusions in narrative, expository, and persuasive
texts..

8.1 Combines sentences and ideas using simple


transitional phrases; applies commas and colons to
correctly punctuate sentences; identifies phrases and
clauses; applies phrases in writing to construct complex
sentences.
8.2 Classifies and applies the parts of speech; uses
vocabulary, accurate spelling, appropriate grammar and
syntax in writing.

8.3 Uses appropriate language structure to problem solve


and to explain a process; interacts in discussions and
presentations.
8.4 Applies a variety of language patterns and structures
to explain texts, discuss topics and themes, express
thought on plot development, identify problem and
solution, as well as make predictions, inferences, and
draw conclusions from listening to a variety of texts and
multimedia sources.
8.5 Explains the main idea or topic and important details
from learned concepts or read alouds of a variety of
expository texts, and applies sequence of events to
clarify, discuss, and summarize a topic from a variety of
texts.

R. 8.5 Distinguishes between fact and opinion in


narrative and expository texts; states and paraphrases
main idea or topic, and determines important details..

8.3 Applies organizational patterns and the elements of


descriptive, narrative, and expository forms to construct a
three-paragraph composition.
W.8.4 Uses poetry and sensory elements to develop
simple poems.

W 8.5 Uses poetry elements and imagery to develop and


write different styles of poems.

R. 8.6 Uses elements of poetry to identify and interpret


genre, imagery, and symbolism.

L/S____
Objectives:
Conceptual (What):
Procedural (How):
Attitudinal (How to be):

Prepared by: Reynaldo Cruz (English Facilitator) / Efrain Suarez


DE-Carta Circular #2-2010-2011

R____

W____

Theme or Topic:
Phase:
Exploration

Conceptualization

Application

Integration (with):
Equipment: ( ) computer ( ) digital projector ( )CD player ( )TV/video ( ) others

Lesson Activities
Daily Reflection:

Opening Activate
Prior Knowledge/
Present Concept
___brainstorming
___ routine activities
___ last class review
___ introduction of
new skills
___ discuss
homework
___ discuss
vocabulary
___ discuss recent
new
___ conversation
___other

Development:
Motivating Questions
(Present examples,
present similarities
and differences,
make connections
to concept, present
hypothesis, allow
for possible
answers)

Activity
___ silent reading
___ group reading
___ group work
___ short test
___ practice on
whiteboard
___ use of text
___ exercise
___ read aloud

____DOK 1
Recall of a fact, information or
procedure

____DOK 2
Use information or conceptual
knowledge, two or more steps,

Recall

Skill/
Concept

___ arrange
___ calculate
___ define
___ draw
___ identify
___ list
___ label
___ illustrate
___ measure
___ name
___ recall
___ recite
___
recognize
___ repeat
___ quote
___ state
___ tell
___ tabulate
___ use

Assessments
/
Instrument
___ check list
___ fill the
blanks
___ match
___ list
___ graphic
organizer
___ multiple
choice
___ hand up,
hands down
___ other

Mini Lesson:
Demonstration of Concept

___ compare
___ contrast
___ classify
___ choose
___ relate
___ identify
patterns
___ describe
___ organize
___ specify
___ find
___ solve
___ summarize
___ decide
___ formulate
___ explain
___ estimate
___ separate
___ distinguish
___ Use Context
Clues

Assessments/
Instrument
___ graph
organizer
*concept map
*web
___ outline
___ journals
___ Venns
diagram
___ written
assignments
___ questions
__ portfolios
___ other

Activity
Unguided
___ silent reading
___ group reading
___ group work
___ short test
___ practice on
whiteboard
___ use of text
___ exercise
___ read aloud

Closing (Summary)

Materials

___ summary class


___ discuss practice
___ explain
assignment
___ instructions for
next day
___ clear doubts
___ work in notebook
___ assessment
___ Billy the Ball

___ text book


___ workbook
___ dictionaries
___ pictures
___ songs
___ movies
___ posters
___ objects
___ worksheet
___ other

____DOK 3
Requires reasoning, developing a plan or a sequence of steps, some
complexity, more than one possible answer.
Strategic
Thinking
___ integrate
___ create
___ revise
___ assess
___ critique
___ investigate
___ formulate
___ argument logically
___ integrate
___ analyze
___ prove
___ conclude
___ visualize
___ predict
___ justify
___ interpret

Assessments/
Instrument
___ Oral and written reports
___ open questions
___ essays
__ portfolios
___ Test
___ creative writing
___ diorama
___ other

Assessment Techniques
___reflective diary
____collage
___project
___illustration ___check list
___concrete poems
___interview
___comics Strips
___debates
___drama
___skit
___rubric
___graphic organizer
___oral report
___portfolio
___special projects
___questionnaires
___ OTHER: ___anecdotic record
___diagrams
___games
___Summary
___ focalized list
Prepared by: Reynaldo Cruz (English Facilitator) / Efrain Suarez
DE-Carta Circular #2-2010-2011

Teaching Strategies

__Reading Comprehension
__Cooperative Learning
___Problem Based Learning
___Curriculum Integration

___group discussion
___painting or drawings
___conceptual map

Values
___integrity ___self-esteem
___dignity
___love

___friendship
___courage

___discipline
___honesty

Prepared by: Reynaldo Cruz (English Facilitator) / Efrain Suarez


DE-Carta Circular #2-2010-2011

___equality ___loyalty
___tolerance
___sincerity
___compassion ___courtesy ___solidarity
___caring

___responsibility
___justice

___sharing
___respect

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