Total Time: 70 minutes

Lesson Objectives:
- Work time to finish comparison graphic organizer
- Check parenthetical citations
- Introduce The Most Dangerous Game
- Start reading The Most Dangerous Game as a class, hard copies, chunked
- Pause for questions, complete independently
- Finished early, start comparing and contrasting with other stories

Lesson Goals:
- Students will be able to use parenthetical citations
- Students will finish their comparison graphic organizers.
- Students will begin reading The Most Dangerous Game and independently practice the
skills of predicting and using context clues.

Lesson Products:
- Comparison Graphic Organizer (turned in on Classroom)
- Exit Ticket (collected at the end of class)
- Section 1 & 2 Questions (collected at the end of class)

Learning Target (LT):

- LT4(Reasoning): I can communicate one deep level similarity between The Sniper and
An Occurrence at Owl Creek using TBE (text-based evidence) and parenthetical
citations.
- LT2(Reading): I can make reasonable predictions about The Most Dangerous Game.
- LT2(Reading): I can use context-clue to clarify the meanings of unknown words.

Overarching Goals:
- Comparing two texts helps students practice critical thinking and reasoning skills that
can be applied to other school endeavours (essays, projects, reading) and the real world
(political ideas, problem-solving, making connections).
- Use of TBE is a repeated skill we have been working on all semester. Students will
continue to use TBE in high school, college, and beyond to back up ideas.
- In our short stories unit, we are teaching students different strategies used by effective
readers. Making predictions and using context clues are two strategies we have yet to
explicitly teach that good readers do all the time.

Colorado Academic State Standards:

- 2. Reading for All Purposes 1. Quality comprehension and interpretation of literary texts
demand self-monitoring and self-assessment a. Use Key Ideas and Details to: i. 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.8.1) 3. Context,
 grammar, and word choice influence the understanding of literary, persuasive, and
informational texts a. 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) iv. Use context (e.g., the overall
meaning of a sentence or paragraph; a words position or function in a sentence)
as a clue to the meaning of a word or phrase. (CCSS: L.8.4a)
- 3. Writing and Composition 2. Ideas and supporting details in informational and
persuasive texts are organized for a variety of audiences and purposes and evaluated
for quality a. Write arguments to support claims with clear reasons and relevant
evidence. (CCSS: W.8.1) i. Develop texts that offer a comparison, show cause and
effect, or support a point
- 4. Research and Reasoning 1. Individual research projects begin with information
obtained from a variety of sources, and is organized, documented, and presented using
logical procedures c. Draw evidence from literary or informational texts to support
analysis, reflection, and research. (CCSS: W.8.9)

Learning Styles:
- Musical-rhythmic because students can listen to music during Comparision work time
- Visual-spatial because students will be working with a color-coded template and be able
to see the written agenda, calendar, and learning target
- Verbal-linguistic because students will be listening to the story read aloud by a peer
- Logical-mathematical because students will use evidence and reasoning
- Bodily-kinesthetic because students will be moving from their desks to Story Time
throughout the lesson
- Interpersonal because students will be able to ask each other for help during
Comparison work time
- Intrapersonal because much of class will involve quiet, independent work time

Minute-by-Minute

PARC - What do you feel like you were prepared for? What were you not prepared for? How
prepared did you feel (1-5)?

(5 min.) Parenthetical Citation Workshop:

- Show work with no citation on SmartBoard
- Why is this confusing?
- How can we fix it?
- Check your own work now
- If unsure, ask a peer to check it too

(20 min.) Work time to finish organizer:

- Main idea box = topic sentence
- First paragraph has no similarities, just a set up
 - Second paragraph connects the dots
- 20 minutes to finish, otherwise HW, stay focused, move if peers are distracting you,
Studio Time norms
AE: Students who were in class Tuesday should be able to finish if staying on task except for
some exceptions. (I will check in with those students to see if the assignment should be
modified or shortened for them at the end of class.)
BE: Students should talk to peers only if they are stuck or have a question. The room should
be quiet. Students should be writing or looking through the text a majority of the time. Those
who are not will be given a refocus (they might need to take a walk, get water, try working on
paper, etc.).
TE: I will walk around the room and check-in with students, especially those who are stuck or
need help.

Quick self-assessment on Target before moving on.

(5 min.) Introduce The Most Dangerous Game:

- We will be practicing many skills with this story, a main one is predicting
- What is predicting?
- Found on your list of strategies for short stories on Classroom
- Put your name on the sticky note
- Based on the title, predict on your sticky note what this story will be about
- Save room and hold onto the sticky note for later

(1 min.) Planned Transition:

- Codeword
- Grab a story from the stool
- Sit for Story Time
- Volunteer to read sits in chair
- Quiet

(4 min.) Read First Section:

- Review Story Time norms
- Student volunteer reads
- What purpose do the dashes serve?

(1 min.) Planned Transition:

- Code word
- Keep story
- Grab questions, two sided
- Go to your desk and answer the first side
- Get started right away fo we can get back to the story

(5 min.) Answer First Section Questions:

- Independent
- Ask a question if the directions confuse you
- If you finish early, grab a piece of paper and start making some connections or
noticing some major differences between this story and our last two stories... Hint: we
 are going to continue working on our comparing and contrasting skills in the future

(1 min.) Planned Transition:

- Code word
- Leave questions at your seat
- Grab the next section
- New volunteer
- As soon as we are seated lets start

(7 min.) Section Two:

- Student volunteer reads

(1 min.) Planned Transition:

- Next section is about vocabulary
- Define in own words
- Most importantly explain WHY you think this
- Use context clues
- Be in seats and started in 30 seconds
- Go!

(10 min.) Section Two Questions

AE: Students should spend more time explaining their thinking than worrying about perfectly
defining the words. No computers, phones, or dictionaries are to be used to look up words.
BE: Students should get started right away. This is an independent, silent task.
TE: Walk around to answer any questions that may come up. Encourage stuck students.

(5 min.) Take a look at your sticky note, has your prediction changed? Write a new prediction
about what will happen next.
- Share some out
- Names
- Hand into me before leaving
- LNT

We will continue reading and finish this story tomorrow!

Students need to finish the Comparison G.O. for homework tonight.