Lesson and/or Unit Title: Making Evidence Based claims ...

[Pages:6]Teacher: Alisha Williams Dates: Wednesday October 8-Wednesday October, 15, 2014

Reading Strategic Lesson Plan - READ 180

Lesson and/or Unit Title: Making Evidence Based claims while reading an informational text. Stage 1 ? Desired Results

Amount of Time (94):

Common Core Standards: R.I. 1 This unit develops students' abilities to make evidence-based claims through activities based on a close reading. (Informational Text)

Language Proficiency Level: Grade Level English or Above(Grade Level reading proficiency)

Student Learning Objective (s):" I can statements"

I can define cite.

I can locate and cite textual evidence that supports the explicit analysis of informational text.

I can determine what the text says explicitly. 7th

Essential Questions: (Checking for Understanding) How do I cite textual evidence when reading an informational text?

What does explicit mean?

I can judge what the text says explicitly.

*explicit means with a lot details.

Lesson Outcome (s): Tsw be able to read informational text and make evidence based claims based on the close reading of the text.

Key Vocabulary: cite, textual evidence, explicit, annotate,

Workshop 1: Target Words -influence, communicate, immigrant, policy, trend. 6th and7th only

Stage 2 ? Assessment Evidence

Performance Task: citing textual evidence graphic organizer

Summative Task: R (reading) Skills Quiz on the reading Workshop of the week. 6th and 7th grades. Assessment on citing textual evidence.

Stage 3 ? Learning Plan

Day 1 (Wednesday/Thursday) Bellringer(4)- vocabulary question

Input/Modeling/Crafting Read 180 Whole group instruction: (20 minutes total):

Tsw watch reading workshop 1 anchor video for reading #2 "Fitting In".

6th and 7th grade: Ttw discuss informational writing and its purpose. Tsw and Ttw read the informational passage "Fitting In". Ttw model how to answer questions and use evidence from the text to support answers.

8th grade: Ttw discuss informational writing and its purpose. Ttw begin lesson on citing textual evidence. Ttw give the purpose of the lesson, use a read-aloud to model thinking, and guide students through reading and answering text

Teacher: Alisha Williams

Reading Strategic Lesson Plan - READ 180

Dates: Wednesday October 8-Wednesday October, 15, 2014

based questions. "Steve Jobs".

Closure: (10 minutes): Exit Ticket: What is informational text?

Read 180 small group rotations: (60 minutes total):

1st group complete Read 180 intervention activities at the computer. 20 minutes

2nd group will engage in reading at the modeled/independent reading center. Tsw complete quick writes for each book during reading to check for understanding and comprehension of the book. 20 minutes

3rd group will be working with the teacher. 6th and 7th grades working on activities for "Fitting In" with assistance from TT.

8th grade: Tsw work independently on text based questions with assistance from TT. 20 minutes

Differentiation Notes:

Technology Integration:

Students will be working on the READ 180 instructional software program based on their individual reading levels. The students choose their independent reading books based on their individual reading levels. Teacher small groups are leveled according to student's

reading level and ability.

Word Processing Power Point Internet Resources Graphics/Charts Internet Research Interactive Whiteboard Classroom Performance System Other

Materials/Items Needed

1. Fitting In 2. Steve Jobs text and lesson packet 3. Vocabulary for bellringer

Strategies:

Student Choice Modeling Reading Strategies Modeling Writing Strategies/Process Reading Aloud Cooperative Learning Independent Reading Writing Before and After Reading Pre and Post Test 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 Other (Explanation Needed)

Teacher: Alisha Williams

Reading Strategic Lesson Plan - READ 180

Dates: Wednesday October 8-Wednesday October, 15, 2014

Amount of Time (94):

Stage 1 ? Desired Results

Common Core Standards: R.I. 1 This unit develops students' abilities to make evidence-based claims through activities based on a close reading. (Informational Text)

Language Proficiency Level: Grade Level English or Above(Grade Level reading proficiency)

Student Learning Objective (s):" I can statements"

I can define cite.

I can locate and cite textual evidence that supports the explicit analysis of informational text.

Essential Questions: (Checking for Understanding) How do I cite textual evidence when reading an informational text?

What does explicit mean?

I can determine what the text says explicitly. 7th

I can judge what the text says explicitly.

*explicit means with a lot of details.

Lesson Outcome (s): Tsw be able to read informational text and make evidence based claims based on the close reading of the text.

Key Vocabulary: cite, textual evidence, explicit, annotate,

Workshop 1: Target Words -influence, communicate, immigrant, policy, trend. 6th and 7th only

Stage 2 ? Assessment Evidence

Performance Task: citing textual evidence graphic organizer

Summative Task: R (reading) Skills Quiz on the reading Workshop of the week. 6th and 7th grades.

Assessment on citing textual evidence.

Stage 3 ? Learning Plan

Day 2 Friday/Monday)

Bellringer(4)- Case 21 question

Input/Modeling/Crafting Read 180 Whole group instruction: (20 minutes total): Introduce Evidence Phrases

Tsw watch reading workshop 1 anchor video for reading #3 "A New Immigration Boom".

6th and 7th grade: Ttw discuss informational writing and its purpose. Tsw and Ttw read the informational passage "A New Immigration Boom". Ttw model how to answer questions and use evidence from the text to support answers.

8th grade: Ttw discuss informational writing and its purpose. Ttw begin lesson on citing textual evidence. Ttw give the purpose of the lesson, use a read-aloud to model thinking, and guide students through reading and answering text

Teacher: Alisha Williams

Reading Strategic Lesson Plan - READ 180

Dates: Wednesday October 8-Wednesday October, 15, 2014

based questions. "Steve Jobs".

Closure: (10 minutes): Exit Ticket: What is textual evidence?

Read 180 small group rotations: (60 minutes total):

1st group complete Read 180 intervention activities at the computer. 20 minutes

2nd group will engage in reading at the modeled/independent reading center. Tsw complete quick writes for each book during reading to check for understanding and comprehension of the book. 20 minutes

3rd group will be working with the teacher. 6th and 7th grades working on activities for "A New Immigration Boom" with assistance from TT.

8th grade: Tsw work independently on text based questions with assistance from TT. 20 minutes

Differentiation Notes:

Technology Integration:

Students will be working on the READ 180 instructional software program based on their individual reading levels. The students choose their independent reading books based on their individual reading levels. Teacher small groups are leveled according to student's

reading level and ability.

Word Processing Power Point Internet Resources Graphics/Charts Internet Research Interactive Whiteboard Classroom Performance System Other

Materials/Items Needed

4. "A New Immigration Boom" 5. Steve Jobs text and lesson packet 6. Cite your evidence phrases (student copies for binder)

6th-8th grades- TSW use phrases to introduce their textual evidence. For example, "In the passage it said....", "I know because", or "Based on what I read...", etc

Strategies:

Student Choice Modeling Reading Strategies Modeling Writing Strategies/Process Reading Aloud Cooperative Learning Independent Reading Writing Before and After Reading Pre and Post Test 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 Other (Explanation Needed)

Teacher: Alisha Williams

Reading Strategic Lesson Plan - READ 180

Dates: Wednesday October 8-Wednesday October, 15, 2014

Amount of Time (94):

Stage 1 ? Desired Results

Common Core Standards: R.I. 1 This unit develops students' abilities to make evidence-based claims through activities based on a close reading. (Informational Text)

Language Proficiency Level: Grade Level English or Above(Grade Level reading proficiency)

Student Learning Objective (s):" I can statements"

I can define cite.

I can locate and cite textual evidence that supports the explicit analysis of informational text.

Essential Questions: (Checking for Understanding) How do I cite textual evidence when reading an informational text?

What does explicit mean?

I can determine what the text says explicitly. 7th

I can judge what the text says explicitly.

*explicit means with a lot of details.

Lesson Outcome (s): Tsw be able to read informational text and make evidence based claims based on the close reading of the text.

Key Vocabulary: cite, textual evidence, explicit, annotate,

Workshop 1: Target Words -influence, communicate, immigrant, policy, trend. 6th and 7th only

Stage 2 ? Assessment Evidence

Performance Task: citing textual evidence graphic organizer

Summative Task: R (reading) Skills Quiz on the reading Workshop of the week. 6th and 7th grades.

Assessment on citing textual evidence.

Stage 3 ? Learning Plan

Day 3 Tuesday/Wednesday

Bellringer(4)- Case 21 question

Input/Modeling/Crafting Read 180 Whole group instruction: (20 minutes total):

6th and 7th grade: Ttw and tsw discuss informational writing and its purpose. Ttw begin lesson on citing textual evidence. Ttw model how to answer questions and use evidence from the text to support answers. Read-aloud will be used to model thinking. Begin Steve Jobs packet

8th grade: Ttw and tsw discuss informational writing and its purpose. Ttw begin lesson on citing textual evidence. Ttw give the purpose of the lesson, use a read-aloud to model thinking, and guide students through reading and answering text based questions. "Steve Jobs".

Teacher: Alisha Williams

Reading Strategic Lesson Plan - READ 180

Dates: Wednesday October 8-Wednesday October, 15, 2014

Closure: (10 minutes): Exit Ticket: How do I cite textual evidence when reading an informational text?

Read 180 small group rotations: (60 minutes total):

1st group complete Read 180 intervention activities at the computer. 20 minutes

2nd group will engage in reading at the modeled/independent reading center. Tsw complete quick writes for each book during reading to check for understanding and comprehension of the book. 20 minutes

3rd group will be working with the teacher on answer questions and using text based evidence.

8th grade: Tsw work independently on text based questions with assistance from TT. 20 minutes

Differentiation Notes:

Technology Integration:

Students will be working on the READ 180 instructional software program based on their individual reading levels. The students choose their independent reading books based on their individual reading levels. Teacher small groups are leveled according to student's

reading level and ability.

Word Processing Power Point Internet Resources Graphics/Charts Internet Research Interactive Whiteboard Classroom Performance System Other

Materials/Items Needed

Strategies:

1. Case 21 question 2. Steve Jobs text and lesson packet 6th -8thCite your evidence phrases (student copies for binder)

6th-8th grades- TSW use phrases to introduce their textual evidence. For example, "In the passage it said....", "I know because", or "Based on what I read...", etc......

Student Choice Modeling Reading Strategies Modeling Writing Strategies/Process Reading Aloud Cooperative Learning Independent Reading Writing Before and After Reading Pre and Post Test 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 Other (Explanation Needed)

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