TEACHER: Lisa Abu AtiehSUBJECT: ELADATE: 5/8 – 5/12

GUIDING QUESITON:

METHOD / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
DO NOW / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete DOL / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete DOL / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete DOL / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete: DOL / 1.On desk: red pen, black pen, highlighter.
2. Copy assignments.
3. Spiral and INB under desk.
4. Complete DOL
ESSENTIAL
LEARNING
(Objectives) / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience with 80% accuracy.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience with 80% accuracy.
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience with 80% accuracy. / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience with 80% accuracy.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience with 80% accuracy.
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience with 80% accuracy. / 1. I can locate evidence that supports what the text says with 80% accuracy.
2. I can recognize evidence that supports inferences drawn from the text with 80% accuracy.
3. I can determine the evidence that supports the explicit analysis of the text with 80% accuracy.
4.I can cite examples of evidence that supports inferences drawn from the text with 85% accuracy. / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience with 80% accuracy.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience with 80% accuracy / 1.I can analyze the reason for writing a piece to decide on task, purpose, and audience with 80% accuracy.
2.I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience with 80% accuracy.
3.I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience with 80% accuracy.
ENGAGE/
EXECUTE
(Strategy for involvement; what lesson looks like) / 1. The teacher will go over the guidelines for students and address any questions they may.
2. Plot diagrams will be reviewed and checked with guidelines to ensure all elements of standard are complete.
3. Students will begin composing story on pages, using the plot diagram as guide. Project guidelines will also be available to serve as support. / 1. Teacher will review part 1 of the project with students reviewing objectives with students.
2. Class will discuss the progress they have made and any questions or clarifications will be answered.
3. Teacher will monitor students and provided guidance who those who may need additional help. / 1. Students will begin lesson by watching Behind the Scenes video of “Betrayed by America” an article in Scope April edition. Teacher will build background by asking students how this story is related to another story in history.
2. Explain the objective is to analyze the causes of a shameful act in American history and think critically about how it could have been prevented. Have students brainstorm a list.
3. Students will complete activity Before Reading / 1. Check Critical Thinking Activity from homework.
2. Review purpose of persuasive paragraph
3. Review the persuasive paragraph “Do” and “Don’t” list.
4. Have students open Scope April edition to pg. 30 – 31. Talk about the illustration, then read the article.
5. Working with a partner complete the list on pg. 31 / 1. Review will be used to discuss information from previous class. Highpoints will be stressed and students will be encouraged to use strong arguments in writing activity.
2. Students will work in groups of four to help each other develop the introductory paragraph.
PRACTICE/
PRODUCT
(Worksheet, foldable, output) / 1. Students will begin working on the story section of the civilization project involving writing a story related to their civilization. They may choose any genre. / 1. Students will finish work on the story section of the civilization project involving a story related to their civilization. They proofread their work with a partner and make necessary corrections. / 1. Students and teacher will read the article together
2. After each section students will stop and complete activities for “During Reading” section and the class will discuss the questions
3. Students will work in pairs to complete the After Reading activity. When groups are done, the class will discuss answers / 1. After students have listed their reasons for or against a longer school day they will be divided into teams.
2. Teams must come up with evidence from the article to back up their claims.
3. Teams will challenge each other with claims and evidence. The team with the most evidence to support claims wins. / 1. Students will rotate with different groups of writers to complete the argumentative paragraph.
2. Groups will be used for discussion and brainstorming only. Students must write their own work.
EVALUATE
(How do I know what they know?) / Questioning
Teacher/Student Feedback
Independent Work
Project
Observation
Plot Diagram / Questioning
Teacher/Student Feedback
Independent Work
Class Discussion
Pair/Share Dialogue / Brainstorming Activity
Reading Questions
Questioning
Class Discussion
Observation/Participation / Questioning
Student Practice
Teacher/Student Feedback
Independent Work
Class Debate
Pair Activity
Team Activity / Questioning
Student Practice
Teacher/Student Feedback
Independent Writing
Group Interaction
Paragraph
Observation
REFLECT
(Students take on their own learning) / Close Lesson –
  1. Discuss elements of different genres
  2. Review rubric
  3. Proofread
Exit Activity – Reflection – write what you liked or disliked about the project. Explain how you felt it helped you academically and anything you learned as a result of completing the project. / Close Lesson –
  1. Have student use plot diagram to evaluate their stories
  2. Discuss results of plot diagram
Exit Activity - Finish the Sentence
Have students draw sentence starters from bucket. They must complete the sentence with information they learned from class. Ex: Today, I thought ______was very important because ______. / Close Lesson –
  1. If you were President Roosevelt how do you think you would have handled the situation?
  2. Evaluate the kind of damage that may have resulted in the relationship between the Japanese population and sectors of the population.
Exit Activity – Pair Share – Pairs will write 3 things they gained from the lesson and a brief statement of what they feel was the impact of the detention camps of young children / Close Lesson –
  1. How could an extended year be beneficial for students?
  2. Why do you think many school districts have not moved to an extended school year?
  3. Explain who should be a part of the decision-making process on extending the school year and why
Exit Activity – Snow Storm / Close Lesson –
  1. Why should you avoid 1st and 2nd person pronouns when writing argumentative paragraphs?
  2. How should you arrange your paragraphs to get the most effective results?
Exit Activity - Leave a Message – Have students write what they feel is their strength in writing and what they feel is their weakness on a sticky note and attach to the board.
HOMEWORK / CHOMPS 56
Continue Writing Civilization Story / CHOMPS 57
Continue Writing Civilization Story / CHOMPS 58
Critical Thinking Questions / CHOMPS 59
Argumentative Writing packet / CHOMPS 60

STANDARDS FOR THIS WEEK’S LESSONS:

RL 6.9 – Compare and contrast texts in different forms or genres (e.g. stories or poems, historical novels and fantasy stories) in terms of their approaches to similar themes or topics

W 6.4– Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and style

RI 6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

OBJECTIVES FOR THIS WEEK’S LESSONS:

  1. I can identify the characteristics of different genres, the theme in two or more genres, and the topic in two or more genres with 80% accuracy.
  2. I can compare and contrast how two or more stories of the same genre approach a similar theme and/or topic with 80% accuracy.
  3. I can analyze the reason for writing a piece to decide on task, purpose, and audience with 80% accuracy.
  4. I can determine suitable idea development strategies, organization, and style appropriate to task, purpose and audience with 80% accuracy.
  5. I can produce a writing piece that is clear and coherent with idea development, organization, and style appropriate to task, purpose and audience with 80% accuracy.
  6. I can locate evidence that supports what the text says with 80% accuracy.
  7. I can recognize evidence that supports inferences drawn from the text with 80% accuracy.
  8. I can determine the evidence that supports the explicit analysis of the text with 80% accuracy.
  9. I can cite examples of evidence that supports inferences drawn from the text with 85% accuracy.