ERNEST WARD MIDDLE SCHOOL  Logo
Administration Clinic Faculty & Staff Front Office Staff IT Coordinator Location Mission Statement
Homework
Attendance Bell Schedule Calendar Check Policy Focus Homework Lunch Information Transportation Registration Supply List Volunteer
Culinary Arts Fabrication & Engineering Graphic Arts
Sports Boys Basketball Boys Track Cheerleading Cross Country Football Girls Basketball Girls Track Swimming Volleyball
Band/Chorus FFA National Honor Society Student Government Yearbook

Glenda Bell

Lesson Plans-Oct.30-Nov. 3, 2017

Essential Question

How does the author's use of language convey details that create an emotional effect?

FL Standard Goal

8.RL.1.1, 8.RL.1.3

10/30/17

10/31/17 11/1/17

11/2/17

11/3/17

Monday

Tuesday

Wednesday

Thursday

Friday

 

 

 

 

 

Journal Entry

Mind Bender

USA Test Prep

 

 

Journal Entry

Mind Bender

USA Test Prep

 

 

Journal Entry

Mind Bender

USA Test Prep

Journal Entry

Mind Bender

USA Test Prep

Journal Entry

Mind Bender

USA Test Prep

15-20 min Mini-

lesson/Direct Instruction (I do/We do*)

15-20 min Mini-

lesson/Direct Instruction (I do/We do*)

15-20 min Mini-

lesson/Direct Instruction (I do/We do*)

15-20 min Mini-

lesson/Direct Instruction (I do/We do*)

15-20 min Mini-Lesson Direct Instruction (I do/We do*)

Man Made Monster:

Students will reread lines 60-84.  How did the act of body snatching influence the writing of Frankenstein? 

 

Students are to read lines 85-102, and circle phrases used to describe Frankenstein's monster in Mary Shelley's book, then underline phrases used to describe Frankenstein in the 1931 film Frankenstein.  Students will write in the margin one similarity between the monsters in Shelley's

book and the monster in the film.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Man Made Monster:

 Students will read the background knowledge about Edward Field and discuss the prior knowledge the students have about Frankenstein

 

 

USA test prep:

Students registered and then did a practice session on central idea.

 

Read 180- r-Skills test

 

 

Critical Thinking:  Novel/Math Star

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Man Made Monster:

 

Students will read lines 1-12 and underline details that describe the monster's appearance, circle the pronouns the speaker used to refer tot he monster and in the margin explain why the villagers think the monster is dangerous.

 

 

Read 180- r-Skills test

 

Computer

 

Independent Reading

 

Critical Thinking:  Novel/Math Star

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Man Made Monster:

 

Students will reread lines 7-12 and discuss if the speaker shares the same views of

villagers that the monster was evil and dangerous.  Answer has to be supported with explicit textual evidence.

 

READ 180:

Small Group- Main Idea and Details

 

Critical Thinking:  Novel/Math Star

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Man Made Monster:

 

Students will read lines 13-30 and circle details that suggest the blind man's kindness to the monster, underline phrases that describes the monsters personality and in the margin write the reason the monster "rears back roaring in terror"

 

READ 180:

Small Group- Main Idea and Details

 

Computer

 

Independent Reading

 

Critical Thinking:  Novel/Math Star

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20 minute Groups

(You do Together*)

20 minute Groups

(You do Together*)

20 minute Groups

(You do Together*)

20 minute Groups

(You do Together*)

20 minute Groups

(You do Together*)

Independent Group:

Teacher Led Group:

Technology Group:

 

 

.

 

 

 

 

 

 

3- 5 min Wrap up

(You do)

3- 5 min Wrap up

(You do)

3- 5 min Wrap up

(You do)

3- 5 min Wrap up

(You do)

3- 5 min Wrap up

(You do)

 

 

 

   

 

Homework

(You do)

Homework

(You do)

Homework

(You do)

Homework

(You do)

 

 

 

Pleasure read:

 

 

Pleasure read:

 

 

Pleasure read:

 

 

Pleasure read: