Mr.

Duke's
8th Grade Language Arts
Lesson Plan 2 November 2, 2016
Teacher: Mr. Duke

Grade: 8th

Subject: English Language Arts

Day: Tuesday
November 2, 2016

Date: 11/2/2016

Unit/Story: RCC LS #1 Determining

Central Idea and Details and RCC
Lesson 2 Summary

CCSS FOR THE WEEK:

RI.6.2- Determine a central
idea of a text and how it is
conveyed through particular
details.
ADDITIONAL
STANDARDS: RI.6.1,
RI.6.3, RI.6.4, RI.6.7; W.6.1,
W.6.2, W.6.8; SL.6.1,
SL.6.2, SL.6.4, SL.6.6;
L.6.3a, L.6.4a, L.6.4b

OBJECTIVE: The student will use main idea

and supporting details to expand
understanding of a variety of texts.

ESSENTIAL QUESTION:
Essential Question: What do good readers
do to identify a storys main idea?
Focus Question: What do good readers do
to explain what is main idea and
supporting details?

Bell Ringer: Cornell Notes

Paper. Students will write
down the Essential Question.
Students will write down the
Weekly Items where it says
notes on your Bell Ringer
Cornell Notes Paper. The
weekly Items are on the Dry
Erase Board.

PROCEDURES: The students will complete the Bell Ringer activity. The teacher and
students will discuss the answers The teacher will then discuss the Anticipatory Set activity
with the class. The teacher will then model the lesson for the students. The lesson will end
with the teacher discussing the objectives learned in the lesson.

ANTICIPATORY SET: The teacher will review with students what the central idea of a text is and how to determine the
central idea.

TEACHER INPUT/MODELING/GUIDED PRACTICE: The teacher will instruct the students that they will be working on
the an excerpt from In Caverns of Blue Ice. The teacher will model a portion of the text modeling inflection and fluency. In
groups, students began reading a text based on their I-Ready profiles. Students will continue reading and annotating the
text for saying/doing.
INDEPENDENT PRACTICE/AFFILIATION: The students will use the information that they gathered when annotating
to complete the multiple choice items with their group members. After completing the multiple choice items, the students
will write a paragraph that explains the central idea of the text and provides the supporting details that identify the mood.
Students will write this using the Schaffer Model. They will use this as a visual aid to present their text to the class.
ASSESSMENT/CHECK FOR UNDERSTANDING: The teacher will check for students understanding of the lesson by
monitoring students progress during guided and independent practices. The teacher will check progress as they are
working. The students will present their findings to the class.
CLOSURE: Discuss and answer the essential question and focus question. Students will write their responses down in
their graphic organizer.

TEACHERS NOTES:
HOMEWORK: : Inference and Dialogue packets -Due Friday