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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