West Gadsden High School Lesson Summary Template** (Attach copy of pacing guide)

Course/Grade Level: Language Arts 2 and 3

Concept/Benchmark: FCAT Blitz

Benchmark Clarification: Cite Textual Evidence/Making Inferences, Text Types and Purposes

Name: Jasmine Sailor

Date: January 13 – 17, 2014

TABLE OF CONTENTS

Lesson SummaryPage 2

Essential Content BackgroundPage 4

Content VocabularyPage 6

Suggested Student Activity SequencePage 7

Student Activity Resources/HandoutsPage 8

SourcesPage N/A

Answer KeysPage 16

West Gadsden High School: Lesson Summary

Essential Question(s):
•How can I determine the author’s purpose for writing this text/passage?
•How the text features help me identify why the text was written?
NGSSS Benchmark(s)
LA.7.1.7.2 and LA.8.1.7.2 – The student will analyze the author’s purpose (e.g. to persuade, inform, entertain, or
explain) and perspective in a variety of texts and understand how they affect meaning.
Common Core Benchmark(s)
LACC.7/8.RI.1.1 Cite Textual Evidence/Making Inferences
Overview
FCAT 2.0 Overview
The Florida Department of Education is continuing the transition from the Florida Comprehensive Assessment Test® (FCAT) to the FCAT 2.0 to align with new student academic content standards. The FCAT 2.0 measures student achievement of the Next Generation Sunshine State Standards (NGSSS), which replaced the Sunshine State Standards, in reading, mathematics, science, and writing.
Learning Goals (Match with Academic learning Scale)
Students will cite textual evidence to support analysis of what a grade-appropriate text says explicitly.
Students will recognize or recall specific vocabulary.
Students will analyze the development of a theme or central idea over course appropriate text.
Students will summarize a grade appropriate text using teacher provided graphic organizer.
Reporting Category
Key Ideas and Details
Test Types and Purposes
FCAT 2.0 – Reading Application
Suggested Time Frame
5 Days
Content Vocabulary
Dialog, erratic, extensive, forfeit, fortify, illuminate, isolate, refuge, reminisce, urban
Instructional Strategies
Answer/Cite Evidence/Expand (A.C.E)
Writing to Expand
Analyzing Theme
Thematic Questioning
Cooperative Reading
Guided Highlighted Reading
Partner Checks
Materials
  • Copy of text and graphic organizer
  • Computer with Internet Access
  • Highlighters
  • Smartboard
  • Composition Books/Journals

Lesson Activities with Daily Schedule: Please use chart to track activity completion.
Day / Task# / Steps in Lesson / Description / Completed? Yes/No
Day 1 / Task# 1 / 1-3
1-3 / 7th Grade
-Vocabulary
-FCIM – Introduction, Modeled and Guided Instruction
8th Grade
-Vocabulary
-FCIM – Introduction
-Writing: Support and Elaboration / Yes/No
Day 2 / Task# 2 / 4-6
4-6 / 7th Grade
-Vocabulary
- FCIM – Guided Practice
- 3-2-1 Summarization Strategy
- Author’s Purpose Graphic Organizer
8th Grade
-Vocabulary
-FCIM – Modeled and Guided Instruction
-Writing: Support and Elaboration / Yes/No
Day 3 / Task# 3 / 7-8
7-9 / 7th Grade
-Vocabulary
- “Wayward Bears”
8th Grade
-Vocabulary
-FCIM –Guided Practice
-Writing: Support and Elaboration / Yes/No
Day 4 / Task# 4 / 9-10
10-11 / 7th Grade
-Vocabulary
-“American Eagle”
8th Grade
-Vocabulary
-“Wayward Bears” and “American Eagle” / Yes/No
Day 5 / Task# 5 / 11-12
12-13 / -FCIM Assessment
-Vocabulary Assessment / Yes/No
Essential Content Background
  • LA.7.1.7.2 and LA.8.1.7.2
  • Reporting Category:Reading Application
  • Item Type(s):This benchmark will be assessed using:MCitem(s)
  • Clarification:
    The student will identify the author’s purpose or perspective. The student will analyze the impact of the author’s purpose or perspective within or across texts.
  • Content Limits:
    Grade-level appropriate texts used in assessing author’s purpose should contain an identifiable author’s purpose for writing, including, but not limited to, persuading, entertaining, conveying a particular tone or mood, informing, or expressing an opinion. The author’s purpose, perspective, and bias should be recognizable within or across texts.
  • Content Focus:
    Author's Purpose (within/across texts)
    Author's Perspective (within/across texts)
    Author's Bias (within/across texts)
  • Text Attributes:
    Texts should be literary or informational.
Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts.
Texts may include, but are not limited to, persuasive articles, essays, editorials, and informational articles.
  • Distractor Attributes:
    Distractors may include, but are not limited to
  • facts and details that do not support the author’s purpose or represent the author’s perspective or bias;
  • incorrect interpretations of the author’s purpose, perspective, or bias;
  • incorrect analysis or evaluation of the impact of the author’s purpose, perspective, or bias; and
  • plausible but incorrect distractors based on the text.
Note: Distractors shouldnotbe a list of general categories (e.g., to inform, to persuade) but should include specific examples related to the text.
Definition:
Author’s Purpose is the reason why the text was written. There are four main purposes to an author’s passage.
To:
  1. Persuade
  2. Inform
  3. Entertain
  4. Explain
Author’s Purpose: To Persuade
•It’s the author’s goal to persuade the reader to agree with the author’s opinion.
•Even though the author shares his opinion, he may provide facts or examples to support the opinion.
•Examples: advertisements, commercials, newspaper editorial, etc.
Author's Purpose: To Inform
•It’s the author’s goal to enlighten the reader with topics that are usually real or contain facts.
•Facts are used to teach, not to persuade.
•Examples: textbooks, cookbooks, newspapers, encyclopedias, etc.
Author’s Purpose: To Entertain
•It is the author’s goal to simply entertain; provide enjoyment for the reader
Author’s Purpose: To Explain
•It is the author’s goal to tell a story or describe real or imaginary characters, places, and events
•Examples: poems, stories, plays, comic strips, etc.
Higher Order Thinking Questions:
Use Webb’s Depth of Knowledge stem Levels
AUTHOR’S PURPOSE
  • How does the author persuade the ______to ______?
  • What is the author’s purpose for saying ______?
  • The author wants the reader to think ______.
  • What kind of article did the author write about ______?
  • Why does the author describe_____ in _____ way?
  • Read this excerpt from the passage.
  • “______”
  • In the excerpt above, the author lists specific____ in order to ______.
  • What is the author’s most likely purpose for writing this article?
AUTHOR’S PERSPECTIVE
  • Which statement best describes what the author probably thinks about ______?
  • With which statement would the author most likely agree?
  • How does the author’s experience lead to______?
  • What is the author’s point of view about ______?
  • Which feature would the author value the most?
  • What is the author’s attitude toward ______?
  • ___ is viewed by the author as______.

Content Vocabulary
Word/Term / Part of Speech / Definition

1.dialog

/ Noun / A conversation

2.erratic

/ Adj / Irregular
  1. extensive
/ Adj / Large in amount
  1. forfeit
/ Verb / To give up
  1. fortify
/ Verb / To strengthen
  1. illuminate
/ Verb / To light up
  1. isolate
/ Verb / To separate
  1. refuge
/ Noun / A shelter
  1. reminisce
/ Verb / To remember
  1. urban
/ Adj / City
Suggested Student Activity Sequence
7th Grade
  1. Vocabulary will be taught explicitly (word parts and/or context clues).
  2. Students will be introduced to author’s purposethrough a power point presentation.
  3. We will then complete modeled and guided instruction for author’s purpose.
  4. We will explicitly review vocabulary.
  5. Students will complete a guided practice for author’s purpose.
  6. In groups of 3-4 (lowest quartile working with me), students will read an article together. They will complete the 3-2-1 Summarization Strategy (3 most important facts they read in this article, 2 clues that helped them determine the author’s purpose, 1 author’s purpose). They will write their 3-2-1 Strategies on chart paper.
  7. We will explicitly review vocabulary.
  8. Individually, students will read “Wayward Bears” and complete an author’s purpose graphic organizer.
  9. We will explicitly review vocabulary.
  10. Individually, students will read “American Eagle” and complete an author’s purpose graphic organizer.
  11. Vocabulary Assessment
  12. FCIM Assessment
8th Grade
In many schools students have vending machines full of snacks. Politicians have argued such vending machines usually have unhealthy options and should be removed.
Write a letter to your Governor convincing him whether or not vending machines should be removed from all public schools.
Purpose: Write to Convince (persuade)
Audience: Superintendent
Context: Vending machines in schools
8th Grade
  1. Vocabulary will be taught explicitly (word parts and/or context clues).
  2. Students will be introduced to author’s purpose through a power point presentation.
  3. Students will review the methods of elaboration.
  4. We will explicitly review vocabulary. Students will begin to write a complete essay. Students will do this assignment independently with assistance when needed.
  5. We will then complete modeled and guided instruction for text features.
  6. Students will continue to work on the essay.
  7. We will explicitly review vocabulary.
  8. Students will complete a guided practice for author’s purpose.
  9. Students will finish the essay.
  10. We will explicitly review vocabulary.
  11. In groups, students will read “Wayward Bears” or “American Eagle” and complete an author’s purpose graphic organizer.
  12. Vocabulary Assessment
  13. FCIM Assessment

Appendix
Passages
Graphic Organizers
Vocabulary Assessment and Key
Reviewer’s Comments:

1