Advanced English 8: Periods 1 and 2

56 Minutes
12/2/16
(10 mins) Vocab Unit 9 Test
Common Core Standards:

College and Career Readiness Anchor Standards for Language- Vocabulary

Acquisition and Use: #4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.

Objectives:

Students will be able to pass a vocabulary test on the vocabulary that they have learned
for the past week, demonstrating knowledge of proper spelling, as well as definitions of
this weeks unit 9 vocabulary words.

Input: Before we begin our vocab quiz, I want everyone to take out their vocab homework
packets from the week and turn it in to the box in the back of the room. Make sure that your
name is on it.
Purpose: Now that you have turned in your packets, you are going to take your vocab quiz. This
will assess how well you understand the vocabulary 9 terms from this week.
Input: Take out a piece of paper and number it one through twenty. I will read the word aloud,
and give you an example sentence as well. Then you will spell the word correctly, and write the
definition next to the word. You should label your paper Vocab Unit 8 Quiz, and put your name
at the top. I should not hear any talking while the quiz is being administered. If I hear talking, I
will have to take your test away. At the end, if anyone needs me to repeat any words, I will repeat
them.
Assessment: Students will take their vocab quiz and during my prep period I will grade them. I
will also grade their homework packets, giving credit for completed work. Students will only
lose points on their packets if they have incomplete work.
(30 mins) SQUID Assessment
Common Core Standards:

Writing Standards: 1. Write arguments to support claims with clear reasons and relevant
evidence.
o a. Introduce claim(s) and organize the reasons and evidence clearly.

o b. Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
o c. Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
o d. Establish and maintain a formal style.
o e. Provide a concluding statement or section that follows from the argument
presented.
Objectives:

Students will be able to demonstrate an understanding of the SQUID writing format.

Students will be able to support interpretive statements about the characters in the
Anne Frank play by using quotes as evidence, introducing quotes with context,
interpreting their quotes, and determining their quotes connection to the interpretive
statement.

Purpose: Now you are going to take a test on SQUID format to show me that you know how to
support interpretive statements using evidence from the text.
Input: This handout is exactly like the one you did on Monday and Tuesday this week. You have
two different character statements that you must support using SQUID. You may pull out your
characterization charts, and you may use your textbooks to find quotations to use for evidence.
Notice that the directions give you specific page numbers to help you narrow down where you
can find some helpful passages to use as evidence. You should also write down what SQUID
stands for at the top of your paper, to make sure that you dont forget any of the steps. Remember
those sentence frames that I showed you to help you make interpretive sentences. Good luck.
Assessment: Students will complete their SQUID tests. I will aim to have them finished in 30
minutes so that we can read a bit of Anne Frank for the remainder of the period, but if students
need the time, they can have the rest of the period to finish their tests. This test will be graded out
of 100 points.
(10 mins) Read the Anne Frank play
Common Core Standards:

Reading Standards for Literature:

o 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.
o 4. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other texts.

Objectives:

Students will be able to perform lines of dialogue by reading aloud from the Anne
Frank play script.
Students will be able to listen and follow along as their peers read aloud.
Students will be able to answer questions about the plot, characterizations, setting, and
conflicts of the play so far.

Purpose: Today we are going to continue reading Act II of the Anne Frank play, but first I want
to review what you read yesterday and clarify any questions.
Input: I will read through all of the questions on the handout that students filled out yesterday,
asking students to volunteer answers to the questions. If students are confused about a passage, I
will clarify.
Input: I will read off the reading roles for today, so listen carefully for your name. I will only
repeat the list once. Now we are going to continue reading. Im going to start on page 264. Some
of you may have already read past this point, but many of you didnt get that far, so it will be
review for some of you, but I want to make sure were all on the same page.
Guided Practice: Students will read aloud from the play while sitting at their desks. Students
will either be practicing their reading skills, or their listening skills. As I stop and ask questions,
students will recall information about the elements of narrative, and be expected to explain what
is happening in the play, and do some critical thinking, as well.
Check for Understanding: These reading questions will also be a way to see how well students
are comprehending the material. Some of these questions will be designed to make sure that they
are following along and understanding what is happening in the story, and other questions will
require more interpretation of the text and critical thinking about the text.
(1 min) Closure: I will have students verbally summarize what has happened so far in the plot of
the play, and call out some elements of narrative that we have seen so far, providing some
examples.