Ballads

2/4/08 Daily Classroom Agenda

Today’s Focus: Persuasive Writing

Standard: 8WS2.4-Write persuasive compositions

Objective: Students should be able to write a coherent persuasive essay with a well-defined thesis and reasons with support.

Anticipatory Set: Teacher will remind students of all the components that make a good essay. Teacher and students will review the framework for a persuasive essay.

Teaching: Teacher will monitor students’ progress by editing rough drafts while students do peer edits, using revision chart on p.721 and begin writing their final drafts.

Independent Practice: Students will complete peer edits and write a final draft, including changes from rough drafts.

Additional Topics

8WC1.6-Using correct spelling conventions

Students will continue with standards plus lessons and HH activities for homework.


2/5/08 Daily Classroom Agenda

Today’s Focus: Persuasive Speech

Standard: 8SA2.4-Deliver persuasive presentations

Objective: Students will be able to present their point of view on an issue using specific academic language, support their point of view with reasons, address counterarguments and maintain a reasonable tone.

Anticipatory Set: The teacher will give brief examples of appropriate and inappropriate persuasive presentations.

Guided Practice: Students will present their issues in their groups, dividing into pros and cons. The teacher will monitor timing, giving each side two minutes to present their point of view, and thirty seconds for final arguments.

Additional Topics

8WC1.6-Using correct spelling conventions

Students will continue with standards plus lessons and HH activities for homework.




2/6/08 Daily Classroom Agenda

Today’s Focus- Different Forms of Poetry

Standard: 8RC3.1-Determine purpose and characteristics of different forms of poetry
Objective: Students should be able to differentiate between a ballad and other forms of poetry.

Anticipatory Set: The teacher will remind students of previously read poems, such as, “Paul Revere’s Ride” as well as mention the use of refrain in the “I Have a Dream” speech. The teacher will introduce the ballad form of poetry by playing a song as an example and point of the elements that make it a ballad.

Guided Practice: The teacher will read the first verse of, “The Cremation of Sam McGee” and point out the use of refrain and internal rhymes. Following, the students will hear the audio version of the poem.

Teaching: Students will read the poem popcorn style while the teacher points out important elements of a ballad and the use of literary devices.

Independent Practice: Students will define vocabulary from the poem prior to reading. After reading the poem, students will answer four short answer comprehension questions.

Additional Topics

8RC3.6-Identify significant literary devices

Students will be able to identify the use of alliteration and personification in the poem.

8RC3.4-Analyze the relevance of the setting to the mood, tone and meaning of the text

Students will be able to identify how the use of refrain connects to the mood or tone of the poem.

8WC1.6-Using correct spelling conventions

Students will continue with standards plus lessons and HH activities for homework.



2/7/08 Daily Classroom Agenda

Today’s Focus- Different Forms of Poetry

Standard: 8RC3.1-Determine purpose and characteristics of different forms of poetry

Objective: Students should be able to compare and contrast a traditional ballad to a less traditional ballad.

Anticipatory Set: The teacher will remind students of, “The Cremation of Sam McGee” and the components that make it a ballad.

Guided Practice: The students will listen to the audio version of, “The Dying Cowboy” and “Maiden-Savin’ Sam”. After the students read the poems out loud, the teacher and students will make a chart together, comparing the use of exaggeration in all three ballads.

Teaching: The students will read the poems out loud, while the teacher points out important elements of exaggeration and refrain.

Additional Topics

8RC2.0-Reading Comprehension

Students will respond to reading check questions #1-3 on p.425 for independent practice.

8WC1.6-Using correct spelling conventions

Students will continue with standards plus lessons and HH activities for homework.



2/8/08 Daily Classroom Agenda

Today’s Focus-Assessment

Students will be assessed on the three ballads as well as a writing conventions quiz.