Lesson and/or Unit Title:
|Lesson and/or Unit Title: “Monster” by Walter Dean Myers: Argument Writing |
|Stage 1 – Desired Results |
|Amount of Time (94): 94 |
|Common Core Standards: * denotes the standards students should have mastered |
|CCSS ELA- Literacy. RI. 7.4; 7.8* |
|CCSS ELA- Literacy. RL. 7.2; 7.4* |
|CCSS ELA- Literacy. W.7.1a-b;d * |
|Proficiency Level: |
|Students will write arguments to support claims with clear and relevant evidence. Students will use given text and identify claims and central idea. |
|Student Learning Objective (s): |Essential Questions: (Checking for Understanding) |
|I can… |How will I know if I have convinced my audience? |
|Present claims and findings, emphasizing points in a focused, coherent manner|What are the main characteristics of an argumentative essay? |
|Identify claims within an argument. |How are the various types of argumentative writing similar or different? |
|Cite several pieces of textual evidence to support analysis of what the text |Who are the likely readers or audiences for this form of writing? |
|says explicitly as well as inferences drawn from the text. |What kind of organization could be used for this form of writing? |
|Trace and evaluate the argument and specific claims in a text, assessing |What kind of voice would be most effective for this form of writing? |
|whether they are sound and relevant. |How do I choose evidence to support my opinions in my writing? |
|Determine meanings of words or phrases as they are used in a text, including |How do I develop counterarguments? Why should I include them? |
|figurative and connotative meanings. | |
|Provide an objective summary. | |
|Write arguments to support claims with clear reasons and relevant evidence. | |
|Use a comma to separate coordinate adjectives and spell correctly. | |
|Lesson Outcome (s): |Key Vocabulary: |Word Generation Focus Words Week 2 |
|SW write an objective summary |Garb |(daily tasks that target focus words) |
|SW identify when and where to use commas with coordinate adjectives |Prominent |Context |
|SW correctly identify and use persuasive techniques |Racketeer |Indicate |
|SW use grade level vocabulary (academic and domain) |Subdued |Variable |
|SW produce claim, reasons, and evidence for “Monster” argument essay |Pessimist |Create |
|SW identify claims within an argument |Verdict |Benefit |
|SW figure out word meanings based on how they are used in context. |Stenographer | |
|SW practice critical reading for reading and information. |Soliciting | |
| |Affirmative | |
| |Condescendingly | |
|Stage 2 – Assessment Evidence |
|Performance Task: (created artifact…) |
|Students will practice argument writing by selling a product using various persuasive techniques; Students will continue working on the “Monster” by Walter Dean Myers |
|argument essay- “Youth offenders who have allegedly committed violent crimes should/should not be prosecuted as adults in court. ---- Persuasive Techniques: Logos, |
|Pathos, and Ethos Project |
|Summative Task: (quizzes, tests, prompts) |
|Independent class work and discussions; Writer’s notebooks; Daily Common Core ELA; Pop Quizzes |
|Stage 3 – Learning Plan |
|Anticipatory Set (10): |
|Daily students will complete COUNTDOWN TO TESTING activity- touches on various standards |
|Monday- Context Clues Worksheet |
|Tuesday- Writing: Formal vs. Informal |
|Wednesday- Commas with Coordinate Adjectives |
|Thursday- Look Around: “Meaning in Context” |
|Friday- Word Generation: “Write About It” |
|Input/Modeling/Crafting (25): |
|Monday- Review Topics Discussed and Inform students of Open Centers that must be completed by Thursday |
|Monday-Wednesday- TW be providing interventions at a guided reading center. The standard W.7.1a-d will be covered. |
|Guided Practice (25): |
|Monday- Guided Reading: “Monster” by Walter Dean Myers pp. 153-200 |
|Tuesday-Thursday- TW be providing interventions at a guided reading center. |
|Friday- Drafting of “Monster” Argument Essay |
|Independent Practice (20): |
|Open Centers to be completed by end of class Thursday, September 24, 2015 |
|Identifying Theme- p.104-105 (Monster Novel Unit) |
|Drawing Conclusions- Character Chart |
|Moby Max- Vocabulary (2 assignments)/ AR Quizzes |
|Guided Reading Center: Informational Text: “Teens with Summer Jobs are Arrested Less Often, One Study Found” (includes quiz-() |
|Commas with Coordinate Adjective Case 21 Worksheet |
|“Monster” Argument Essay- Evidence Activity |
|Logos, Pathos, and Ethos Project: Part III |
|Identifying Arguments: “A Veto on Video Games” p.203- EOL Book |
|Tuesday- Argumentative Terms Quiz |
|Friday- Mini Assessment- Topics and Vocabulary Covered/ SW present Logos, Pathos, and Ethos Project |
|Closure (14): |
|Monday- Intended Idiom Meanings |
|Tuesday- Benchmark 6:Context Clues- p.96-97 (Monster Novel Unit) |
|Wednesday- Steve does not feel as if anyone knows who he really is as a person. Have you ever felt misunderstood? |
|Thursday- BUCKLE DOWN BOOK: p.124-125 Informational Text: “Clean Energy for the Future” |
|Friday- Weekly Wrap Session |
|Alignment Extension (Homework): |
|Daily Common Core ELA Practice |
|Monday- Benchmark 6: Context Clues- p.83-84 (Monster Novel Unit) |
|Tuesday- Steve’s mother is the only person who believes he is innocent. Have you ever been in a situation where there was only one person who believed in you? How did |
|that person make things better for you? |
|Wednesday- *credible word study- Read the testimony for witnesses for James King. Provide at least three reasons why these two witnesses are not credible. Support |
|your responses with evidence from the text. |
|Thursday- study for Friday’s mini assessment |
|Differentiation Notes: |Technology Integration: |
|Guided Reading Instruction |Video |
|Center Rotations- Reviewing all Concepts: |Power Point Presentation |
|Scaffold reading articles |Internet Resources |
| |Graphics/Charts |
| |Internet Research |
| |Interactive Whiteboard |
| |Classroom Performance System (Clickers) |
| |Other |
|Materials/Items Needed: |Strategies: |
|“Monster” by Walter Dean Myers Text |Student Choice |
|Student Center Contracts |Modeling Reading Strategies |
|MobyMax |Modeling Writing Strategies/Process |
|Informational Text |Reading Aloud |
|Various Worksheets |Cooperative Learning |
|Common Core Companion |Independent Reading |
|“Monster” Novel Unit |Writing Before and After Reading |
|Buckle Down Book |Pre and Post Test |
|Elements of Language Textbook |Hands-on Learning Manipulatives |
| |Small Group |
| |Higher-Order Thinking Skills |
| |Real-World Connections |
| |Anchor Charts |
| |Research Materials |
| |Writing Workshop Time |
| |Conferencing |
| |Classroom/Content Area Literacy Library |
| |Socratic Method |
| |Reciprocal Reading |
| |Other (Explanation Needed) |
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