Writing Composition /Language Arts~Grade: 8 R. Michelle Evans~Week 1

Writing Composition /Language Arts~Grade: 8

R. Michelle Evans~Week 1

~Standards:

L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.1 a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

L.8.1 b: Form and use verbs in the active and passive voice.

L.8.1 c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

L.8.1 d: Recognize and correct inappropriate shifts in verb voice or mood.

L. 8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.8.2 a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

L. 8.2 b: Use an ellipsis to indicate an omission.

L. 8.2 c: Spell correctly.

L. 8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Use verbs in the active and passive voice int the conditional and subjunctive mood to achieve particular effects.

L. 8.4 Determine or clarity the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L. 8.4 a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

~Goal:


Students will be able to recognize and distinguish what is wrong on the practice EXPLORE and ACT practice assessment at an average of 80% plus.



My

~I Can:

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

Form and use verbs in the active and passive voice.

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

Use an ellipsis to indicate an omission.

Spell correctly. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Lesson Plans

Monday: We will:

*do flashbacks so that they can find their own mistakes in their writing

*review notes over EXPLORE/ACT assessment 3

*take EXPLORE/ACT assessment 3 and analyze it

*review notes over verbals gerund, infinive, and participles in order to help with their comprehension and I can statements

*state vocabulary over language components of ACT/EXPLORE assessment 2

Tuesday: We will:

*do flashbacks so that they can find their own mistakes in their writing

*review verbals

*begin notes over the language components and patterns found in EXPLORE/ACT 4

*state vocabulary discussion from ACT/ExPLORE 4

Wednesday: We will:

*do flashbacks so that they can find their own mistakes in their writing

*review components of ACT/EXPLORE 4

*begin ACT/EXPLORE 4 assessement

*if finish, begin I can notes over active and passive voice (didn’t get to last week)

Thursday: We will:

*do flashbacks so that they can find their own mistakes in their writing

*analyze ACT/EXPLORE 4

*begin notes over ACT/EXPLORE 5 for language components and patterns

*practice with active and passive voice

Friday: We will:

*do flashbacks so that they can find their own mistakes in their writing

*begin assessment ACT/EXPLORE 5

*review active and passive voice

Special Education Modifications:

A: 1, 2, 5, 6, 7, 11

B: 1, 2, 3, 5, 6, 7, 11

C: 1, 2, 3, 4, 5, 6, 7, 12

D: 1, 2, 4, 5, 11, 12

E: F: 1, 2, 7, 11