8th+Grade+Language+Arts+Day+2

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

**Making Predictions** by Theresa Beymer Lesson Plan ** **Subject ** Language Arts **Topic ** Making predictions **Grade Level ** 8th grade
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**Time Frame ** 40 minutes Focus Attention/Motivation: 5 minutes Instructional Input & Modeling: 15 minutes Student Engagement/Practice: 15 minutes Closure: 5 minutes

**Overall Goal/ Purpose ** The overall goal of this lesson is for the students to be able to improve their skills when making predictions.

**State Standards ** -- || **Instructional Objectives ** Given that the students have observed the teacher modeling how to make predictions, they will be able to practice making their own predictions.
 * **IL Correlated Sets **
 * **<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">IL.1.B.ECa ** || <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">> Predict what will happen next using pictures and content for guides. ||
 * **<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">IL.1.C.4a ** || <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">> Use questions and predictions to guide reading. ||
 * **<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">IL.10.A ** || <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">STANDARD: Organize, describe and make predictions from existing data. ||

**<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Materials ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Two short books on slavery Paper Pen

**<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Procedures ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Focus Attention/Motivation: Inform the students that they will be making predictions while reading a book about slavery, which goes along with what they are learning in social studies.

Instructional Input & Modeling: Read the book __Slavery: The Struggle for Freedom__ aloud with the students. Stop after every few pages and model what you are thinking when you are making predictions. Remind the students that they should be active readers, which means rereading when you have a question and thinking ahead to what you think might be coming next.

Student Engagement/Practice: Read the book __D is for Drinking Gourd__ aloud with the students. After every few pages, stop reading and give the students a chance to write down their predictions.

Closure: Have the students look over their predictions at the end of the story and see how many of their predictions actually happened. Ask them how they can work on making predictions and when it can be useful.

**<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">The teacher will collect the paper the students used to write their predictions on. This will act as a formal assessment to see if any more instruction is needed.

**<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Rubric Assessment ** able to make predictions while reading. ** (1, 100%) || <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">100% Accuracy || <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">70% Accuracy || <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Below 70% Accuracy || **<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Resources ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">No resources added.
 * **<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Rubric Assessment ** ||
 * || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">** Target ** (3 pts) || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">** Acceptable ** (2 pts)  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">** Unacceptable ** (1 pt)  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">** The students will be

**<span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Accommodations ** <span style="color: black; font-family: 'Times New Roman',Times,serif; font-size: 12pt;">At-risk students can work with an aide. They will also be able to write at their own pace. Gifted students will be asked to go back and revise their predictions as they read. ELL students can write in their native language and will be given a copy of the story so they can follow along. Deaf students can work with an interpreter.