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4741983-799465001301750-79438500Timed Writing UnitLesson Title:Duration of Lesson (Days):Date:Introduction to Persuasive Writing1 DayEssential Question:How do you prepare to write a persuasive essay?Design Question Focus of the Lesson (elements from other DQ’s may be used as support)? Chunking Content (DQ 2)? Practicing Skills (DQ 3)? Providing students the opportunity to talk about themselves (DQ 5)Standard(s):RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Assessment and Monitoring:Formative (Informal)Informal assessment will occur using the rubric to assess student understanding at the beginning and end of the class period. Additionally, the oral brainstorming that students participate in during the discussion will be used as an informal assessment. Finally, students will be given a brief homework assignment that will demonstrate their understanding of the lessons learned in class today.Summative (Formal)The formal assessment of student learning will be demonstrated when students complete a timed writing assignment after being instructed over the course of two weeks of how to correctly organize an essay.Learning Goals: Students will be able to: Recall information from an article that will be read in class in order to demonstrate their knowledge of the events that occurred in the article while applying their knowledge of writing in complete sentencesPlan to write a persuasive essay by composing a list of their knowledge that applies to a prompt in order to demonstrate an understanding of how to plan for timed writingMarzano Instructional Strategies:Involving Routine EventsDesign Question 1:?Providing Clear Learning Goals and Scales?Tracking Student Progress?Celebrating SuccessDesign Question 6:?Establishing Classroom Routines?Organizing the Physical Layout of the ClassroomAddressing ContentDesign Question 2:?Identifying Critical Information?Organizing Students to Interact with New Knowledge?Previewing New Content?Chunking Content into “Digestible Bites”?Processing of New Information?Elaborating on New Information?Recording and Representing Knowledge?Reflecting on LearningDesign Question 3:?Reviewing Content?Organizing Students to Practice and Deepen Knowledge?Using Homework?Examining Similarities and Differences ?Examining Errors in Reasoning?Practicing Skills, Strategies, and Processes?Revising KnowledgeDesign Question 4:?Organizing Students for Cognitively Complex Tasks?Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing?Providing Resources and GuidanceEnacted on the SpotDesign Question 5:?Noticing When Students are Not Engaged?Using Academic Games?Managing Response Rates?Using Physical Movement?Maintaining a Lively Pace?Demonstrating Intensity and Enthusiasm?Using Friendly Controversy?Providing Unusual or Intriguing Information?Providing Opportunities for Students to Talk about Themselves?Presenting Unusual or Intriguing InformationDesign Question 7:?Demonstrating “Withitness”?Applying Consequences for Lack of Adherence to Rules and Procedures?Acknowledging Adherence to Rules and ProceduresDesign Question 8:?Understanding Students’ Interests and Background?Using Verbal and Nonverbal Behaviors that Indicate Affection for Students?Displaying Objectivity and ControlDesign Question 9:?Demonstrating Value and Respect for Low Expectancy Students?Asking Questions of Low Expectancy Students?Probing Incorrect Answers with Low Expectancy StudentsResources and Materials (include technology):Rubric that applies to the learning goalPowerPoint presentation to display agenda, bell work and writing promptSmart Board to display PowerPoint presentationCopies of “Galapagos Island Vacation” by Melina Gerosa Bellows for bellworkHyperlink to “Galapagos Island Vacation” to Smart Board writing tool for brainstormingLesson Description: 15 minutesStudents will read the non-fiction text “Galapagos Island Vacation” by Melina Gerosa Bellows, a non-fiction article that was used in FCAT 2.0 in 2011. When students complete their reading, they will answer four questions that will be displayed on the board and apply to the text they just read. Students will respond to these questions in complete sentences.10 minutesThe teacher will ask students to volunteer to answer the questions about “Galapagos Island Vacation” aloud. The teacher will help students who incorrectly answer the questions by guiding these students to the correct answer through more questioning. 5 minutesThe teacher will display the writing prompt on the board and will explain to students the importance of brainstorming before composing an essay. 20 minutesThe teacher will use the writing tools on the Smart Board to brainstorm ideas for the persuasive essay with the students. As the teacher writes on the board, the students will take notes in their binders for an example of proper brainstorming. First, the teacher will set up a chart for students to list pros and cons. As a class, we will list pros and cons for each side of the prompt. The teacher will likely need to model the first two examples. After listing the two sides to the argument, the class will choose a side to argue. Once a side has been chosen, the class will work together to clump together ideas that are related and may be combined in one body paragraph. There should be at least two overarching topics that will result in at least two body paragraphs. The class will then use their knowledge of attention grabbers to decide what form of attention grabber will be best to open the essay. We will then work as a class to write the attention grabber which should be two to three sentences long. Finally, we will list advanced vocabulary words that may be able to fit well into an essay about the topic that has been chosen. Homework: Students will complete their own brainstorming example for a different prompt to demonstrate their understanding of the material learned in class today.Adaptions for Unique Student Needs: (ELL, Special Education, Gifted) Preferential seating is available to students who need itDifferentiated questioning (i.e. higher order questions for more analytical thinkers, 1-word answer questions for language/speech impaired students, basic knowledge questions for struggling students)The notes taken in class on the Smart Board by the teacher will be printed out for students who are unable to keep up with notes during classStudents will be reminded to stay on task and the teacher will manage the classroom to ensure few distractions are present -114300-117475Exit Ticket for Persuasive Essay Planning LessonAfter today’s lesson, where are you on Ms. Almerico’s learning scale?4.0 __________3.0 __________2.0 __________ 1.0 __________ 0 __________If you marked that you are a 3.0 or a 4.0, tell me two new pieces of information that you learned today: ____________________________________________________________________________________________________________________________________________________________________________________________________If you marked that you are a 2.0 or below, tell me what you are still confused about and I will use this knowledge to explain today’s lesson in more detail: ____________________________________________________________________________________________________________________________________________________________________________________________________-114300365760Exit Ticket for Persuasive Essay Planning LessonAfter today’s lesson, where are you on Ms. Almerico’s learning scale?4.0 __________3.0 __________2.0 __________ 1.0 __________ 0 __________If you marked that you are a 3.0 or a 4.0, tell me two new pieces of information that you learned today: ____________________________________________________________________________________________________________________________________________________________________________________________________If you marked that you are a 2.0 or below, tell me what you are still confused about and I will use this knowledge to explain today’s lesson in more detail: ____________________________________________________________________________________________________________________________________________________________________________________________________Ms. Almerico’s Language Arts Class Learning ScaleToday’s Learning Goal: Students will be able to plan to write a persuasive essay by composing a list of their knowledge that applies to a prompt in order to demonstrate an understanding of how to plan for timed writing.4.0 – I understand all information about planning for writing a persuasive essay and I can make in-depth inferences and apply this knowledge to situations outside of Ms. Almerico’s classroom.3.0 – I understand everything about planning for writing a persuasive essay.2.0 – I understand all of the simple ideas about planning for writing a persuasive essay, but I do not understand the more complex ideas and processes.1.0 – With help from Ms. Almerico or a peer, I partially understand some of the simple information about planning for writing a persuasive essay, but I do not understand any of the complex ideas and processes.0 – Even with help, I do not understand anything about planning for writing a persuasive essay. ................
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