Plot & Conflict in "The Elevator," Pt. 2

Objectives: SWBAT -

1. identify plot in a text.
2. identify conflict in a text.

• I can identify plot in a text.
• I can differentiate between the stages of plot.
• I can identify conflict in a text.
• I can differentiate between the types of conflict.
• I can create a graphic organizer.
• I can organize information effectively using a graphic organizer.

Writing Response: What could be a benefit of having a story end with a cliffhanger?

To Do:
1) Independent Reading
2) Reading Journal
3) Finish "The Elevator" (pg. 27)
4) Create a Plot Mountain while reading
    - Exposition (Include 3 details from this part of the story)
    - Rising Action (Include 5 details from this part of the story)
    - Climax (Include 2 details from this part of the story)

Questions to Ask While Working: 
What are the five (5) stages of plot?
What events usually appear in each stage of the plot mountain?
How do we know the details we chose belong to the stage of plot we assigned it?

Plot & Conflict in "The Elevator," Pt. 1

Objective: SWBAT identify plot and conflict in a text.

• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the five stages of plot.
• I can identify conflict.
• I can identify the four types of conflict.
• I can differentiate between the four types of conflict.
• I can analyze a text for character motivation.

Writing Response: What are you most afraid of?  Tell me about a time you had to face your fear.

To Do:
1) Independent Reading
2) Reading Journal
3) As a whole-group, we will review conflict using the Conflict Identification Practice (pg. 25).
4) Students will break into shoulder partners and complete "The Elevator" Vocabulary activity (pg. 26).
5) Upon finishing their vocabulary, students will begin reading "The Elevator" (pg. 27).

Conflict

Objective: SWBAT differentiate between the types of conflict.

• I can identify conflict.
• I can identify the four types of conflict.
• I can differentiate between the four types of conflict.
• I can create a graphic representation of the four types of conflict.

Writing Response: Tell me about a time when you couldn't get along with somebody else.

To Do:
1) Independent Reading
2) Reading Journal
3) Types of Conflict Presentation
    - Internal vs. External Conflict
        - Character vs. Character
        - Character vs. Nature
        - Character vs. Society (Group)
        - Character vs. Self
4) Students will create a "4 Types of Conflict" Visual Representation

Stages of Plot

Objective: SWBAT differentiate between the stages of plot.

• I can identify plot.
• I can identify the stages of plot.
• I can differentiate between the stages of plot.

Essential Skill:
Understand how stories are structured and elements are introduced so students can effectively analyze texts.

IPI Level: 4

Rigor or Level Reached on Bloom's Taxonomy:
Analysis (distinguishing, comparing, differentiating, categorize)

Writing Response: Briefly tell what events usually happen at the beginning of story? What happens in the middle?  The end?

To Do:
1) Independent Reading
2) Reading Journal
3) Discuss the Writing Response and list the students' answers on the whiteboard
4) Show the stages of plot by using Read/Write/Think's Plot Mountain Creator, and discussing each of the five stages
    - make comparisons between the stages of plot and how Shakespeare's five act plays are structured
5) Stages of Plot Handout "Rumpelstiltskin"

Enrichment:
Plot Mountain Graphic Organizer & Quiz

Setting, Characters, & Characterization

Objective: SWBAT -

1. explain the effect of setting.
2. explain characterization.

• I can identify setting.
• I can identify characters.
• I can explain how readers learn about characters (characterization).
• I can explain the effect setting has on the story.

Essential Skill:

Understand how stories are structured and elements are introduced so students can effectively analyze texts.

IPI Level: 4

Rigor or Level Reached on Bloom's Taxonomy:

Distinguishing, Comparing, Differentiating, Categorize

Writing Response: Imagine the picture below is where your story takes place.  Write briefly about what would happen in the story?  What affect does the place have?

To Do:

1) Independent Reading

2) Reading Journal

3) Foldable Notes: Setting & Character via Read/Write/Think

Library Check-Out: Fiction

Objective: SWBAT -

1. interpret and analyze information in the title of a text.
2. read grade-level text for enjoyment.

• I can interpret and analyze information in the title of a text.
• I can make predictions about a text based off its title.

Writing Response: Before reading, how can we find out about a story?

To Do:
1) 3-Ring Binder Check
2) Hand out barcodes so students are able to check out books from the library
3) Discuss the importance of selecting a book and ways to find something the students will enjoy
4) Go to the library to check out a fictional book
5) Independent Reading
6) Reading Journal

Genres of Literature, Pt. 3

Objective: SWBAT use details from a text to demonstrate comprehension.

• I can show comprehension and understanding of concepts previously covered in class.
• I can present information, highlighting key ideas.

Writing Response: Why could it be important to understand the characteristics of a genre before reading?

To Do:
1) Students will continue to take the information they obtained from the genre presentation to create a fictitious book cover based on one of the previously covered genres.  It will be made of construction paper and folded into the shape of a book.  The assignment requires the following information:

• Title (this will relate to the type of genre) and author (the student or students)
• A brief description previewing the "story" with 5 details relating to the type of genre (these will be underlined or otherwise notated by the student)

2) Students will present their book covers to the class, highlighting how it relates to their chosen genre.

Genres of Literature, Pt. 2

Objective: SWBAT-

1. apply pre-reading strategies to aid comprehension while reading.
2. make connections to text while reading.

• I can apply pre-reading strategies to help me understand while reading.
• I can personally connect to a text while reading.
• I can use effective note-taking strategies.

Writing Response: Provide one example each of fiction and non-fiction.

To Do:
1) We will continue the Genres of Literature presentation.

• John Carter (Science Fiction Example)
• Tim Minchin's "Storm" [excerpt] (Poetry Example)

2) Students will continue to take notes using a guided note-sheet.
3) Students will take the information they obtain from the genre presentation to create a fictitious book cover based on one of the aforementioned genres.  It will be made of construction paper and folded into the shape of a book.  The assignment requires the following information:

• Title (this will relate to the type of genre) and author (the student)
• A brief description previewing the "story" with 5 details relating to the type of genre (these will be underlined or otherwise notated by the student or students)

Genres of Literature, Pt. 1

Objective: SWBAT-

1. apply pre-reading strategies to aid comprehension while reading.
2. make connections to a text while reading.

• I can apply pre-reading strategies to help me understand while reading.
• I can personally connect to a text while reading.
• I can use effective note-taking strategies.

Writing Response: What are different categories in which stories could be grouped?

To Do:
1) Students will copy the day's objective and I can statements.
2) We will discuss the writing response and this will segue into the...
3) Genres of Literature presentation.
4) Students will take notes about the presentation using a guided note sheet.

Gates Testing, Pt. 2

Objective: Assess general reading skills.

• I can show comprehension of skills previously taught on an assessment.

Writing Response: What do you think is the easiest/most difficult thing about reading (this can be about class or reading itself)?
To Do:
1) Bell Ringer
2) Complete Gates Testing

Gates Testing, Pt. 1

Objectives: Assess general reading skills.

• I can show comprehension of skills previously taught on an assessment.

Writing Response: What goals can you set for yourself this year to achieve in class?
To Do:
1) Bell Ringer
2) Student Interview Introductions
3) Begin Gates Testing

Team Building

Objective: SWBAT listen for information.

• I can listen for information.

Writing Response: What does a good interview require?

To Do:

1) Review Bell Ringers

2) Forming Groups

3) Student Interest Inventory

Rules & Procedures

Objective: SWBAT (Students will be able to) listen for information.

• I can listen for information.

To Do:
1) Introductions
2) Q&A
3) Establish Rules & Discuss Procedures
4) Practice Drills
5) Bell Schedules

• EMS Bell Schedule
• NMS Bell Schedule
• SMS Bell Schedule

6) Plagiarism Policy

Bell Ringers

At the beginning of each day, students will be asked to record the day's bell ringer. This consists of...

1. the objective we're going to meet, 
2. a question or quote, 
3. and the day's events. 

These bell ringers will be graded weekly and compiled in each student's 3-ring binder.

Supply List

I require relatively little of my students when it comes to supplies; however, they will need to bring the following items everyday.  I ask they bring a 2" 3-ring binder with them so they can keep track of all their work, as well as their progress--these will be collected for a grade at the end of each quarter.

• Writing Utensils (Pen or Pencils)
• Paper
• (1) 2" 3-Ring Binder
• (3) Dividers
• Planner (Provided by the School)

This Website's Goal

Dear students, parents, and guardians,
First of all, we would like to welcome you to our class website!  To see what's going on in your (or your student's) classes, scroll through our posts or use the Archive (above, right) to see a monthly and daily breakdown of objectives (goals), class projects, and assignments, as well as helpful instructional websites and videos.  If you have any questions about what's going on, check here or be sure to contact us via e-mail.  The goal of this website is to help make the school year a little easier and to help everyone succeed.  Together, we can make this a great year!

                                                                                        Sincerely, 

                                                                                        The 8th Grade Reading Team