8th+Grade+Social+Studies+Day+7

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Social Studies Unit Plan] Day 1] 2] 3] 4] 5] 6] [7] 8] 9] 10]

Subject: ** Social Studies Sections 1 & 2 of textbook—“The Call to Arms” & “Early Years of the War.” 8th grade
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 * Topic: **
 * Grade level: **

Focus attention: 5 minutes Instructional input: 15 minutes Student practice/engagement: 18 minutes Closure: 2 minutes
 * Time Frame: **

The overall goal of this lesson is to have the students comprehend the information in their textbook by utilizing different reading strategies.
 * Overall goal: **

//1.A.3a// Apply knowledge of word origins and derivations to comprehend words used in specific content areas. //1.B.3b// Identify text structure and create a visual representation(e.g., graphic organizer, outline, drawing) to use while reading. //1.B.3d// Read age-appropriate material with fluency and accuracy
 * State Standards: **

-The students will be able to recall events from the Civil War given 15 minutes of reading. -The students will be able to produce their own Frayer Models(reading strategy) based on vocabulary from the reading sections.
 * Instructional Objectives: **

-Textbook -4 square Frayer Models, supplied by the teacher -Transparency of the 4 square model for modeling -Exit slips -Photographs -Projector -Power Point on the Civil War
 * Materials: **

1. The teacher will supply photographs that represent this war, and place them around the room. After the bell rings, the students will be able to walk around to different locations and look at the pictures, and briefly discuss them with their peers (Focus attention) 2. The teacher will display a brief power point presentation introducing the students to major ideas and refreshing their memory from previous classes. 3. The teacher will explain to the students how the Frayer reading strategy works and model this for them using a basic vocabulary word on the overhead transparency. She will then discuss that the students must complete at least 2 per section (based on vocabulary), and they will all be turned in at the end of the unit for points. (Modeling) 4. The students will popcorn read aloud sections 1 & 2 of the textbook, while completing their reading strategy charts. (Engagement) 5. The students will fill out exit slips answering the following (and turn in on their way out of class): 3 things learned, 2 things I want to know more on, 1 question I have.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Procedures: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">-The students’ reading abilities will be informally assessed while they read aloud. -Their reading comprehension will be informally assessed based on the exit slips.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Assessment(s): **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">For any students with learning disabilities, they will receive the reading strategy model with each part written in for them ahead of time (e.g., picture, definition) so they will just have to write in their answers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Accommodations: **

For any ELL students, they can work in small groups with an ELL aide to popcorn read instead of the whole class popcorn reading, so that if they need additional clarification, they can help each other out.

Gifted students will have to find 4 words per selection instead of 2 to challenge them.