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Week 1 Test Review Lesson

Page history last edited by PBworks 16 years, 9 months ago
Name: Deborah Raji for Austin Walker
Subject: 8th Grade English    
Period: 1st, Day 4
Approximate Time: 50 minutes
 
Objectives: The student will:        - list definitions and meanings for parts of speech, prefixes, and suffixes
                                                            Language Arts, Grade 8, 1.b
                                                         - explain the different steps of the writing process
                                                            Language Arts, Grade 8, 3.a
                                                         - discuss ways to use context clues to deduce the meanings of words and increase overall comprehension
                                                            Language Arts, Grade 8, 1.d
                                               
Materials: paper, pens, pencils, whiteboard, whiteboard markers, white board eraser, Basketball Review questions
Set: I’ll begin by asking the students why today is important (specifically 2nd period). Next, I’ll ask for volunteers to list some of the topic they covered yesterday and this whole week. Here, we’ll go over the answers to the Do Now. When we’ve finished, I’ll stress the importance of the test, as it will have a huge impact on their grade for summer school. I’ll let them know that this period will be a review period before their exam. Finally, I’ll read the objectives and begin the lesson. 
 
Procedures:
A: Ask students to define the following words: pronoun, verb.
B: Ask students when to use singular verb forms and when to use plural verb forms (singular verbs with singular subjects and vice versa). 
C: Remind students that this is a review class and to make sure to pay attention. Since they already have all the notes they would need for the exam, the teacher will not necessarily write everything that is said on the board. (If necessary, instruct the students to track the teacher with their eyes)
D: Call on one or more students to tell how many verb forms have an “s” on the end, what those verb forms are, if the form(s) are singular or plural, and what pronouns are associated with it/them (use the verb “to skip” for this question). 
E: Write the word “both” on the board. Ask for a volunteer to say what type of pronoun it is (a definite pronoun). Ask another student to tell if it is singular or plural (plural), and ask a third to come to the board and write a complete sentence using the word (the student can use any school-appropriate verb he/she chooses). 
F: As the sentence is being written on the board, ask the rest of the class to list the other 4 plural indefinite pronouns they discussed in class yesterday (few, many, several, others). When the student at the board has finished writing the sentence, instruct the student to sit down and review the sentence with the class. 
G: Quickly ask for students to name some of the singular indefinite pronouns (IP’s). Ask for one person to use a singular IP in a complete sentence. When this is done, ask if anyone has any questions about SVA. If there are no questions, move on to the next topic, Word Structure. 
H: Ask one person to describe the difference between a prefix and a suffix for the class (one comes at the beginning of a word/root, the other comes at the end)
I: Instruct the students to list the different prefixes they covered and provide their meanings: pre (before), re (again, back), inter (between, across), auto (self), anti (against, opposite), dis (undo, not), un (not), in/im (not, into).
J: Ask the students to explain how knowing your suffixes will help you learn new words (suffixes help identify words as nouns or adjectives). 
K: Ask if the following suffixes suggest nouns or adjectives and have students provide sample words with each suffix: ic (adj., athletic), ness (noun, goodness), ity (noun, equality), or (noun, actor), ial/al (adj., visible). 
L: Remind students that knowing word structure can help them do more than just say if a word is a noun or adj. but actually tell us the meaning of the word. 
M: Write the word “possible” on the board and ask a student to provide its meaning. Change the word to “impossible” (not possible) and ask students to define the new word and explain how the prefix helps them come to that answer. Change the word again to “possibility” (a possible thing) and repeat questioning.
N: Transition to discussion of Context Clues. List the 4 types on the board and ask student to raise their hands and explain what each type of clue is (see Mr. Schaefer’s handout). Then, ask the class why context clues are so important and how they can help you when you read (help to understanding meaning of words and ideas and helps overall comprehension of material). 
O: Quickly remind students of answers to the do now regarding the writing process before moving on. 
P: Transition to the Basketball review game. Give the following instructions: the class will be split into two teams. The teacher will read a question to a team. All the members of the team will discuss the question and come up with an answer. If the answer is correct, the teacher will choose one person on the team to attempt to make a basket. If they make it, 2 points go to the team. If they miss it, 1 point goes to the team. If the team gets the        questions wrong, the question goes to the opposing team and they have a chance to gain points. The team with the most points wins.
Q: After explaining the rules, divide the class and rearrange the room if necessary. Allow students to play this review game until all questions have been answered or until the last 5 minutes of class. 
Closure: To close, I will instruct the students to calmly return to their seats and rearrange the desks if necessary. I’ll ask the students to summarize the events of the period. I’ll read out the objectives to the class and say whether or not we did what we needed to do and wish them luck on their tests next period.
Assessment/Evaluation:
-Objective: The student will list definitions and meanings for parts of speech, prefixes, and suffixes.
Assessment:
Informal: The teacher will listen (M) to student contributions when reviewing definitions during the Do Now and the lesson review (C).
 
-Objective: The student will explain the different steps of the writing process
Assessment:
Informal: The teacher will listen (M) to student contributions when reviewing the writing process during the Do Now and the lesson review (C).
 
-Objective: The student will discuss ways to use context clues to deduce the meanings of words and increase overall comprehension
Assessment:
Informal: The teacher will listen (M) to student contributions when reviewing context clues (C).
 
 
 

DO NOW
 
 
1)      What is the difference between a noun and a subject? 
2)      Which word part do you add to the beginning of a word? What happens to the word when you do this?
3)      What are signal words? List 3.
4)      What are the steps of the writing process? How can you use the writing process?
 

 
 
 
 
 
 
 
 
 
 
 
 
 

 

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