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

[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]

** Compare and Contrast ** by Theresa Beymer

 ** Lesson Plan ** Language Arts Compare and Contrast 8th grade 40 minutes Focus Attention/Motivation: 5 minutes Instructional Input & Modeling: 10 minutes Student Engagement/Practice: 20 minutes Closure: 5 minutes
 * Subject **
 * Topic **
 * Grade Level **
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 **Overall Goal/ Purpose** The overall goal of this lesson is for the students to have a deeper understanding of comparing and contrasting. -- || fables, biographies, documentaries, poetry, essays) and intended effect on the reader. || 
 * State Standards**
 * **IL Correlated Sets**
 * **IL.1.C.2c** || > Compare and contrast the content and organization of selections. ||
 * **IL.2.A.4c** || > Describe relationships between the author’s style, literary form (e.g., short stories, novels, drama,

Given that the students have read the poems, they will be able to compare and contrast the two in groups of 3 using a venn diagram. Given the students have compared and contrasted the poems, they will be able to share what they found with the class.
 * Instructional Objectives**

 Copy of 'How Do I Love Thee' by Elizabeth Barrett Browning for each student Copy of 'If Thou Must Love Me' by Elizabeth Barrett Browning for each student Paper Pen Exit slips Puzzle pieces with students' names for choosing groups Focus Attention/Motivation: Inform the students that they will be comparing and contrasting two poems by Elizabeth Barrett Browning.
 * Materials **
 * Procedures **

Instructional Input & Modeling: Read the two poems aloud with the students. Ask if anyone knows what a Venn diagram is and what it can be used for. Explain to the students that in order to compare and contrast the two poems, they will be getting into groups of 3 and using a Venn diagram while analyzing the poem.

Student Engagement/Practice: Have the students get into groups of 3 using the puzzle pieces with students' names. Once in the groups, the students are to use a Venn diagram to compare and contrast the two poems for 10 minutes. After 10 minutes, the students will begin discussing what they found with the class.

Closure: Pass out exit slips to the students. Have them write two comparisons they found and two contrasts they found for the two poems. Informal assessments will be used for this lesson. The students will be assessed on the ability to work in groups. The teacher should walk around to make sure the students are on task and understanding the poems. The teacher will also listen while the students are discussing. The exit slips will also be an assessment and will help the teacher gauge whether the class needs further instruction or not. Informal assessments will be used for this lesson. The students will be assessed on the ability to work in groups. The teacher should walk around to make sure the students are on task and understanding the poems. The teacher will also listen while the students are discussing. The exit slips will also be an assessment and will help the teacher gauge whether the class needs further instruction or not. contrast the poems using a venn diagram.** (1, 50%) || 100% Accuracy || 70% Accuracy || Below 70% Accuracy || comparisons and contrasts during a class discussion.** (1, 50%) || 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="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * Assessment **
 * Assessment**
 * Rubric Assessment**
 * <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;">**Students will compare and
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">**Students will discuss their

<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">
 * Resources**
 * <span style="color: #333399; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-decoration: none; textunderline: none;">**'If Thou Must Love Me' poem** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **http://www.netpoets.com/classic/poems/008004.htm** ||
 * <span style="color: #333399; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-decoration: none; textunderline: none;">**'How Do I Love Thee' poem** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **http://quotations.about.com/cs/poemlyrics/a/How_Do_I_Love.htm** ||
 * <span style="color: #333399; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-decoration: none; textunderline: none;">**'How Do I Love Thee' poem** <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> **http://quotations.about.com/cs/poemlyrics/a/How_Do_I_Love.htm** ||

At-risk students can work with an aide. If they have trouble writing, the aide can write for them while the student will give the information orally. Gifted students will be asked to compare another poem to the other poems. ELL students can work with a student who speaks their native language and will be given the poems in their native language.
 * Accommodations**