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Empower 3000 Focus Lesson and Strategy GuideDeerfield High SchoolSeptember 2016DateArticleFrontloadFocus StandardObjectivesStrategySeptember5Men of DestinyReview LAFS.9-10.RI.2.4 and learning scale.Teach students about passive resistance and non-violent protests.Teach Vocabulary at Lexile 1180 and ask students to add words to their vocabulary notebooks. Have students copy their leveled vocabulary into their vocabulary notebooks.Respond to the “Survey Question” and ask students to do a “Think, Write, Share”.LAFS.9-10.RI 2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).4I can meet the standard and I can teach someone else.3I can interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.2With help, I can interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.1Even with help, I am having trouble interpreting words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.0I am completely lost!Students will: LAFS.910.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).Determine central idea and its development, and summarize.. Vocabulary Knowledge RatingsGo to your menu in Achieve and under “Learn”, click “Resources”.Under “Vocabulary”, choose the “Vocabulary Ratings Strategy”. Ask students to begin this strategy before they read. Synonym StrategyFor each sentence containing a vocabulary word, paraphrase with a synonym In place of the vocabulary word.Note to teachers: Please note the “Curriculum Key” section as it contains excellent discussion questions and guiding reading questions.DateArticleFrontloadFocus StandardObjectivesStrategySeptember12Wanted: More Women in Top JobsReview LAFS.9-10.RI.2.4 and learning scale.With your students, create a word web for the word “Equity”. Ask the students what it is and are it always necessary and when and where this concept is applied or not.Explain to students that they will use the same strategy from last week to complete this article. (They should be able to work more independently, but please use guiding questions to ensure comprehension!) Teach Vocabulary at Lexile 1180 and ask students to add words to their vocabulary notebooks. Have students copy their leveled vocabulary into their vocabulary notebooks.Respond to the “Survey Question” and ask students to do a “Think, Write, Share”.LAFS.9-10.RI 2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).4I can meet the standard and I can teach someone else.3I can interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.2With help, I can interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone..1Even with help, I am having trouble interpreting words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.0I am completely lost!Students will:LAFS.910.L.3.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).Determine central idea and its development, and summarize.Vocabulary Knowledge RatingsGo to your menu in Achieve and under “Learn”, click “Resources”.Under “Vocabulary”, choose the “Vocabulary Ratings Strategy”. Ask students to begin this strategy before they read. Synonym StrategyFor each sentence containing a vocabulary word, paraphrase with a synonym In place of the vocabulary word.Note to teachers: Please note the “Curriculum Key” section as it contains excellent discussion questions and guiding reading questions.DateArticleFrontloadFocus StandardsObjectivesStrategySeptember19 Is it Time to Raise Pay Review LAFS.9-10.W.1.1, R.I. 1.1 and learning scale.Teach the academic vocabulary from the Curriculum Key.Explain to the students that they will discuss the history and controversies of the minimum wage. Use the information in Step One of the Curriculum Key.Teach Vocabulary at Lexile 1180 and ask students to add words to their vocabulary notebooks. Have students copy their leveled vocabulary into their vocabulary notebooks.Respond to the “Survey Question” and ask students to do a “Think, Write, Share”.W.1.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Rl&RI.1.1 – Cite strong and thorough text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Scale4I can meet the standard and I can teach someone else.3I can write arguments to support claims by citing strong and thorough text.2With help, I can write arguments to support claims by citing strong and thorough text.1Even with help, I am having trouble writing arguments to support claims by citing strong and thorough text.0I am completely lost!Students will: Learn academic and content related vocabulary.Cite strong and through text evidence.Write arguments to support claims.Text CodingAsk the students to use the highlighting tool to highlight in yellow arguments for an increase in the minimum wage and highlight in green arguments that are against increasing the minimum wage.Citing the Best Evidence to Support Your Thought Question Graphic OrganizerUnder “Curriculum Key”. Go to Step 5: Thought Question.Under “Prep for FSA”. Click on the link for the graphic organizer and make a copy for your students.Ask the students to complete the graphic organizer after they have text coding and before they answer the Thought Question.Note to teachers: Please note the “Curriculum Key” section as it contains excellent discussion questions and guiding reading questions.DateArticleFrontloadFocus StandardObjectivesStrategySeptember26Setting the TermsReview LAFS.9-10., W.1.2., R.I. 1.1 and learning scale.Teach the academic vocabulary from the Curriculum Key.Let students know that this lesson will delve into the events that led FDR to be elected as president of the U.S. for four consecutive terms.Teach Vocabulary at Lexile 1180 and ask students to add words to their vocabulary notebooks. Have students copy their leveled vocabulary into their vocabulary notebooks.Respond to the “Survey Question” and ask students to do a “Think, Write, Share”. W.1.2 – Write informative/explanatory texts to convey complex ideas through the effective selection, organization, and analysis of content.Rl&RI.1.1 – Cite strong and thorough text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Scale4I can meet the standard and I can teach someone else.3I can write informative text to support claims by citing strong and thorough text.2With help, I can write informative text to support claims by citing strong and thorough text.1Even with help, I am having trouble writing informative texts to support claims by citing strong and thorough text.0I am completely lost!Students will: Learn academic and content related vocabulary.Cite strong and through text evidence.Write informative and explanatory text.Three Column NotetakingOn the left hand part of your Teacher’s lesson, project the Three Column Notetaking graphic organizer. Assist the students with the heading. The headings should reflect main ideas and be centered on the Thought Question. For example, one heading could be “Presidential Qualification”. Please model how you want them to use it.Students should complete this graphic organizer while they read. Note to teachers: Please note the “Curriculum Key” section as it contains excellent discussion questions and guiding reading questions. ................
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