Week 7: September 22-26 / Course: English I
Unit 1: Coming of Age
Essential Questions:
· What does it mean to “come of age”?
· How are rhetorical appeals used to influence an audience?
Common Core Standards Met:
Learning Target / Activities
Student Centered Learning Experiences
Differentiation / Assessment / Homework / Materials
Technology
Resources
Media
M / I can identify types of evidence and their purposes. / Activity 1.17 Targeting Your Audience
· DGP Monday – Parts of speech
· Benchmark Quiz – Go over quiz results with students/ address misconceptions
· Manipulatives – Identifying types of evidence from past texts/videos
Groups will categorize the manipulatives and add each to their graphic organizers
Whole-Group Share-Out / DGP
Graphic Organizer
Exit-Slip / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
T / I can determine how evidence, appeals, and techniques reach a target audience. / Activity 1.17 Targeting Your Audience (cont.)
· DGP Tuesday – Phrases and sentence parts
· Editorial Text – “An Early Start on College” (Discuss features of an editorial)
· (Q3)Before Reading – Think/Pair/Share how language changes based on audience
· During Reading –
(Q5 Modified) Assign a target audience to each group (students, parents, taxpayers, and politicians)
Mark the text for evidence of that specific target audience
KI&D – Identify the claim and call to action
· Exit Slip – Question 6 – How effective is this piece at appealing to high school students? (In Writer’s Notebook)
o What does it do or not do to make this appeal?
o How could the text be revised for a sole target audience of high school students? (What should be added or removed?) / DGP
KI&D questions
Exit-Slip / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
W / I can identify counterclaims in an argument.
I can identify a writer’s evidence in support of a claim. / Activity 1.18 Evaluating Claims and Reasoning
· DGP – Wednesday Clauses & Sentence Types
· Essay/Opinion “Why College Isn’t for Everyone” (Whole-Group Read)
· Before Reading – Compare/Contrast formal and informal writing
· During Reading – Mark the text for the Claim, Evidence, Counterclaim, & evidence supporting counterclaim
· List the major points for the piece in the “My Notes” section
· Small Group – Complete the Graphic Organizer (pg. 81)
***Groups may need support finding the counterclaim. They are more implicit than explicit.
· Exit-Slip: A Penny for Your Thoughts / DGP
Graphic Organizer
Exit-Slip / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
TH / I can identify counterclaims in an argument.
I can identify a writer’s evidence in support of a claim. / Activity 1.18 Evaluating Claims and Reasoning (cont.)
· DGP – Thursday Capitalization and Punctuation
· Independent Read – Essay/Article “Actually, College Is Very Much Worth It”
· During Reading – Mark the text for Claim, Evidence, Counterclaim, & evidence supporting the counterclaim
· List the major points for the piece in the “My Notes” section
· Small Group – Complete the Graphic Organizer (pg. 81)
***Groups may need support finding the counterclaim
· Exit Slip – Zombie Lesson Virus / DGP
Graphic Organizer
Exit-Slip / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
F / I can evaluate a writer’s use of evidence as relevant and/or convincing. / ***ASPIRE***???
Activity 1.18 Evaluating Claims and Reasoning (cont.)
· DGP – Friday Diagramming
· Small Groups – Questions 4-6 (Share-Out) Evaluating both arguments, using textual evidence as support
· Discuss Call-to-Action as an essential part of the conclusion
· Independent – Question 7
· Exit-Slip – How does the Call to Action for each essay clearly connect to the claim and evidence that was given by the writer? Use text to support your answer. / DGP
KI&D ?s
Exit-Slip / Double-Entry Journal
SB Book/Online
Highlighters
Computer
Overhead
Document Camera
Writer’s Notebook
Differentiation Strategies/Modifications Marzano’s Best Practices
x / Anchor Activities / x / Extended Time / x / Identifying Similarities & Differencesx / Chunking / x / Modified Assignments / Summarizing & Note taking
x / Flexible Grouping / x / Rephrase Directions / x / Reinforcing Effort & Providing Recognition
x / Jig-Saw / x / Prompting/Cueing / x / Homework & Practice
Learning Centers/Stations / Reading/Scribing / Nonlinguistic Representation
Tiered Activities / Learning Contracts / x / Cooperative Learning
Interest Groups / x / Independent Study / x / Setting Objectives & Providing Feedback
Literature Circles / AP/Honors / Generating & Testing Hypothesis
Multiple Intelligence Options / Mentorships / x / Cues, Questions & Advance Organizers