8th+Grade+Language+Arts+Day+7

[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]

**Wishes and Dreams ** By Samantha Snow **Subject ** Language Arts **Topic ** Brainstorming ideas about the students’ wishes and dreams, and organizing them into a concept map **Grade Level ** 8h grade 40 minutes Focus Attention/Motivation: 5 minutes Instructional Input & Modeling: 10 minutes Student Engagement/Practice: 20 minutes Closure: 5 minutes The overall goal of this lesson is to allow the students to identify their wishes and dreams display focus, organization, elaboration and coherence. ||  Given that the students have been given time to brainstorm their ideas they will be able to identify and describe their wishes and dream. Given that the students have identified wishes and dreams they will be able to place them in a concept map. Journals White board/markers Graphic organizers worksheet Focus Attention/Motivation: When the students come into class the bell ringer will be on the board they are to journal about: what career most interests them and why.
 * Time Frame **
 * <span style="font-family: 'Times New Roman','serif';">Overall Goal/ Purpose **
 * <span style="font-family: 'Times New Roman','serif';">State Standards **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">IL.3.B.3a || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">> Produce documents that convey a clear understanding and interpretation of ideas and information and
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">IL.3.B.3a || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">> Produce documents that convey a clear understanding and interpretation of ideas and information and
 * <span style="font-family: 'Times New Roman','serif';">Instructional Objectives **
 * <span style="font-family: 'Times New Roman','serif';">Materials **
 * <span style="font-family: 'Times New Roman','serif';">Procedures **

Instructional Input & Modeling: I will then draw a concept map on the board, and I will place my name in the middle of the concept map. Then I will put draw the branches for things I hate and things I love. Then I would show the class what they are going to be doing by adding in things that I love and things that I love. Then explain how they will have to do the same things about themselves. I will then pass out the concept maps.

Student Engagement/Practice: Give the students time to work on their concept maps, and I will walk around to see what they are placing into their organizer. This will also help me to get to know my students better, by seeing what they like to do and what they dislike doing.

Closure: I will ask some students to share with the class the things that they love and the things they hate, and I will then ask why they hate or love the particular thing they placed in their concept map. I will further discuss with the students that we will be using these concept maps for writing a paper, and this was a way of brainstorming.

<span style="font-family: 'Times New Roman','serif';">I will collect the students’ concept maps, to see how well they filled in each of the branches of the map. concept map with 4 different things they hate and 4 different things they love. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student lacked components of their concept map, by having less than 4 things they hate and less than 4 things they love in their map. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif';">No resources added. <span style="font-family: 'Times New Roman','serif';">At-risk students I will give them a list of different possible items they can either love or hate, this way they are able to have a resource list if they are having difficulty thinking of things that they hate and love. Gifted students can fill in as many different possible items they can think of that they hate and love. This way when they are going to write their papers they will have more topics to brainstorm off of. ELL students can write their concept map in their native language, which then they will have an easier time using for a resource when they have to write their paper.
 * Attachments** [|mid_organ_wkst4.doc]
 * <span style="font-family: 'Times New Roman','serif';">Assessment **
 * <span style="font-family: 'Times New Roman','serif';">Rubric Assessment **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Rubric Assessment ||
 * || **<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;">concept maps (1, 100%) ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student completely filled in their
 * <span style="font-family: 'Times New Roman','serif';">Resources **
 * <span style="font-family: 'Times New Roman','serif';">Accommodations **