7th and 8th Grade Weekly & Daily Lesson Plan Teacher: M. Navarro J September 13-17, 2016 Writing: Informational 1st Tri-Week
Unit Theme: Technology
Monday / Tuesday / Wednesday / Thursday / Friday
Materials / Copies for each student of:
Text#1
·  “Your Brain on Technology” by Annabelle Jordan.
·  Colored pencils, highlighter, pencil.
·  Interactive notebook
·  Writing tools folder / Copies for each student of:
Text#1
·  “Your Brain on Technology” by Annabelle Jordan.
·  Colored pencils, highlighter, pencil.
·  Interactive notebook
·  Writing Tools folder / Copies for each student of:
Text#1
·  “Your Brain on Technology” by Annabelle Jordan.
·  Colored pencils, highlighter, pencil.
·  Interactive notebook
·  Writing Tools folder / Copies for each student of:
Text#1
·  “Your Brain on Technology” by Annabelle Jordan.
·  Colored pencils, highlighter, pencil.
·  Interactive notebook
·  Writing Tools Folder / Copies for each student of:
Text#1
·  “Your Brain on Technology” by Annabelle Jordan.
·  Colored pencils, highlighter, pencil.
·  Interactive notebook
·  Writing Tools Folder
Bellwork / Storm Check: Explain practice(pg 54)
What does the author mean when she says line 15-16? / Storm Check: Explain practice(pg 54)
What does the author mean when she says line 25-27? / Storm Check: Explain practice(pg 54)
What does the author mean when she says line 44, line 29-40, or line 42? / Storm Check: Explain practice(pg 54)
What does B.F. Skinner mean when she says, “The real problem is not whether machines think but whether man do”?
Explicit
Vocabulary
1. cacophony
2. convene
3. hijack
4. iconic
5. ideology
6. liaison
7. tenet
8. terrorism
9. reeling / AZCCRS: 8.W.2, 8.W.5
8.W.9, 8.W.10
ELPS:
IVS1HI-10: Analyzing the tone and or attitudinal nuances of an oral presentations in complete sentences.
IVS2HI-1: Producing sentences with accurate pronunciation, intonation, and stress.
Agenda
1. say word, origin, and definition.
2. Sketch
3. physical representation
S / AZCCRS: 8.W.2, 8.W.5
8.W.9, 8.W.10
ELPS:
IVS1HI-10: Analyzing the tone and or attitudinal nuances of an oral presentations in complete sentences.
IVS2HI-1: Producing sentences with accurate pronunciation, intonation, and stress.
Agenda
1. say word, origin, and definition.
2. Sketch
3. physical representation / AZCCRS: 8.W.2, 8.W.5
8.W.9, 8.W.10
ELPS:
IVS1HI-10: Analyzing the tone and or attitudinal nuances of an oral presentations in complete sentences.
IVS2HI-1: Producing sentences with accurate pronunciation, intonation, and stress.
Agenda
1. say word, origin, and definition.
2. Sketch
3. physical representation
4. Word work: / AZCCRS: 8.W.2, 8.W.5
8.W.9, 8.W.10
ELPS:
IVS1HI-10: Analyzing the tone and or attitudinal nuances of an oral presentations in complete sentences.
IVS2HI-1: Producing sentences with accurate pronunciation, intonation, and stress.
Agenda
1. say word, origin, and definition.
2. Sketch
3. physical representation
4. review analogies. / AZCCRS: 8.W.2, 8.W.5
8.W.9, 8.W.10
ELPS:
IVS1HI-10: Analyzing the tone and or attitudinal nuances of an oral presentations in complete sentences.
IVS2HI-1: Producing sentences with accurate pronunciation, intonation, and stress.
Agenda
1. assessment during grammar class.
Direct Instruction - Reading
CSIC Basic/Intense / AZCCRS:
8.W.2
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.5
With some guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b.. apply 8th grade reading standards to delineate and evaluate the argument and specific claims in a text…
Objective:
With some guidance, I will draft my first body paragraph of an explanatory essay to explain how a major section contributes to its overall text structure by reviewing my hand-plan and using the 4e’s.
DOK Question:
1. What are the essential elements of a well drafted body paragraph?
2. How can the overall text structure of the explanatory essay called, “Your Brain on Technology” be best described as?
3. How do paragraphs two and three of her explanatory essay contribute to the text?
4. How can I use my 4E’s to elaborate on my central idea.
5. What does the author mean when she says line 15-16?
Agenda
1. Students will share their responses with each other. Teacher will select the best responses and praise their use of the 4E’s to explain it. She will then explain her expectations and review the hand-plan to model writing the first body paragraph.
2. Students will record in their interactive notebook.
3. Teacher will elicit students to select their own 4E’s go back to their explanations on pg. 52 and revise and edit. / AZCCRS:
8.W.2
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.5
With some guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b.. apply 8th grade reading standards to delineate and evaluate the argument and specific claims in a text…
Objective:
With some guidance, I will draft my second body paragraph of an explanatory essay to explain how a major section contributes to its overall text structure by reviewing my hand-plan and using the 4e’s.
DOK Question:
1. What are the essential elements of a well drafted body paragraph?
2. What is the overall text structure of the explanatory essay?
3. What does Annabelle Jordan explain in each paragraph and how can I group them together?
4. How can I use my 4E’s to elaborate on my central idea.
5. What does the author mean when she says line 25-27?
Agenda
0. Students will share their bell-work with each other
1. Teacher will review the explanatory hand-plan and elicit students to select their 4E’s and record in their hand-plan.
2. Students will brainstorm sentences to draft body paragraph #2. Teacher will be working with the two lowest groups.
3. Teacher will be providing feedback.
4. Students will present upon completion. If not group is finished ten minutes before the bell rings, teacher will ask students to read her sample paragraph and ask students to complete their paragraphs at home. / AZCCRS:
8.W.2
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.5
With some guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b.. apply 8th grade reading standards to delineate and evaluate the argument and specific claims in a text…
Objective:
With some guidance, I will draft my second body paragraph of an explanatory essay to explain how a major section contributes to its overall text structure by reviewing my hand-plan and using the 4e’s.
DOK Question:
1. What are the essential elements of a well drafted body paragraph?
2. What is the overall text structure of the explanatory essay?
3. What does Annabelle Jordan explain in each paragraph and how can I group them together?
4. How can I use my 4E’s to elaborate on my central idea.
Agenda
1. Teacher will review the explanatory hand-plan and elicit students to select their 4E’s and record in their hand-plan for body paragraph #3, individually
2. Students will brainstorm sentences to draft body paragraph #3 in their groups. However, they will complete the paragraph alone. Teacher will be working with the two lowest groups.
3. Due to the short schedule, this will be extended to the following day. / AZCCRS:
8.W.2
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.5
With some guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b.. apply 8th grade reading standards to delineate and evaluate the argument and specific claims in a text…
Objective:
With some guidance, I will draft my second body paragraph of an explanatory essay to explain how a major section contributes to its overall text structure by reviewing my hand-plan and using the 4e’s.
DOK Question:
1. What are the essential elements of a well drafted body paragraph?
2. What is the overall text structure of the explanatory essay?
3. What does Annabelle Jordan explain in each paragraph and how can I group them together?
4. How can I use my 4E’s to elaborate on my central idea.
5. What does the author mean when she says line 44, line 29-40, or line 42?
Agenda
0. Students will share their bell-work responses with each other.
1. Students will review their explanatory hand-plan and finish body paragraph #3, individually. (15 min tops)
2. Students will turn to their peers and share out. They will give feedback and will revise.
3. Teacher will randomly select students to present. Teacher and students will give feedback. / AZCCRS:
8.W.2
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
8.W.5
With some guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, or trying a new approach, focusing on how well purpose and audience have been addressed.
8.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b.. apply 8th grade reading standards to delineate and evaluate the argument and specific claims in a text…
Objective:
With some guidance, I will plan an explanatory text to explain the overall structure of a text and how its major sections contribute to the whole text by drafting an explanatory hand-plan and completing my last body paragraph and my conclusion.
DOK Question:
1. Did we answer the writing prompt question in its entirety?
2. What are the essential elements of a conclusion?
-How can I restate my question/situation/etc?
4. What does B.F. Skinner mean when she says, “The real problem is not whether machines think but whether man do”?
5. How is my eye-catcher quote connected with the essay?
Agenda
1.Teacher and students will re-read their essays, thus far to review their central idea and continue drafting their explanatory essay.
2. Teacher will review the bellwork: students share out with each other and teacher selects students to discuss meaning of the quote.
3. Teacher models and students record the conclusion in their interactive notebooks. S
Repeated Reading / Re-teach 4Es and Explanatory Essay writing / Re-teach 4Es and Explanatory Essay writing / Re-teach 4Es and Explanatory Essay writing / Re-teach 4Es and Explanatory Essay writing / Re-teach 4Es and Explanatory Essay writing
Homework / Finish the second body paragraph / Finish third body paragraph / Finish third body paragraph / Note books are due today.