Unit Title:
|Unit Title: |The art of persuasive writing, reading, and speaking! |
|Pillar Focus: |*Character |Time Frame: |*12/01-01-30 |
|Significant Concepts/ |Persuasive essays |
|BIG Ideas: |Persuasive essay components |
| |Techniques in persuasive |
| |Persuasive words |
| |Transitional words and phrases |
| |Debating |
| |Fact vs opinion |
| |Writing process |
| | |
|Unit Questions: |What makes up persuasive writing, reading, and speaking? |
|Standards |POWERstandards: |Subject-Specific Content Standards and Knowledge: |
|and Content: | | |
| |*Reading Literature | |
| |*Writing Standards |Reading informational text |
| |*Language Standards | |
| |*Personal engagement |RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well|
| |*Speaking and listening |as inferences drawn from the text. |
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| | | |
| | |RI.6.2. Determine a central idea of a text and how it is conveyed through particular |
| | |details; provide a summary of the text distinct from personal opinions or judgments. |
| | | |
| | | |
| | |RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated,|
| | |and elaborated in a text (e.g., through examples or anecdotes). |
| | | |
| | | |
| | |RI.6.4. Determine the meaning of words and phrases as they are used in a text, including |
| | |figurative, connotative, and technical meanings. |
| | | |
| | | |
| | |RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the |
| | |overall structure of a text and contributes to the development of the ideas. |
| | | |
| | | |
| | |RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is |
| | |conveyed in the text. |
| | | |
| | | |
| | |RI.6.7. Integrate information presented in different media or formats (e.g., visually, |
| | |quantitatively) as well as in words to develop a coherent understanding of a topic or |
| | |issue. RI.6.8. Trace and evaluate the argument and specific claims in a text |
| | | |
| | |RI.6.9. Compare and contrast one author’s presentation of events with that of another. |
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| | | |
| | |RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8|
| | |text complexity band proficiently, with scaffolding as needed at the high end of the |
| | |range. |
| | | |
| | |Writing |
| | | |
| | |W.6.1. Write arguments to support claims with clear reasons and relevant evidence. |
| | | |
| | |Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with |
| | |clear reasons and relevant evidence, using credible sources and demonstrating an |
| | |understanding of the topic or text. Use words, phrases, and clauses to clarify the |
| | |relationships among claim(s) and reasons. Establish and maintain a formal style. Provide a|
| | |concluding statement or section that follows from the argument presented. |
| | | |
| | | |
| | |W.6.7. Conduct short research projects to answer a question, drawing on several sources |
| | |and refocusing the inquiry when appropriate. |
| | | |
| | |W.6.8. Gather relevant information from multiple print and digital sources; assess the |
| | |credibility of each source; and quote or paraphrase the data and conclusions of others |
| | |while avoiding plagiarism and providing basic bibliographic information for sources |
| | | |
| | | |
| | |SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups,|
| | |and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on |
| | |others’ ideas and expressing their own clearly. |
| | |Come to discussions prepared, having read or studied required material; explicitly draw on|
| | |that preparation by referring to evidence on the topic, text, or issue to probe and |
| | |reflect on ideas under discussion. |
| | |Follow rules for collegial discussions, set specific goals and deadlines, and define |
| | |individual roles as needed. |
| | |Pose and respond to specific questions |
| | |with elaboration and detail by making comments that contribute to the topic, text, or |
| | |issue under discussion. |
| | | |
| | |Review the key ideas expressed and demonstrate understanding of multiple perspectives |
| | |through reflection and paraphrasing. |
| | | |
| | | |
| | |SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent |
| | |descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye |
| | |contact, adequate volume, and clear pronunciation. |
| | | |
| | | |
| | |SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual |
| | |displays in presentations to clarify information. |
| | | |
| | | |
| | |L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases |
| | |based on grade 6 reading and content, choosing flexibly from a range of strategies. |
| | |Use context as a clue to the meaning of a word or phrase. |
| | |Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of |
| | |a word. |
| | |Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and |
| | |digital, to find the pronunciation of a word or determine or clarify its precise meaning |
| | |or its part of speech. |
| | |Verify the preliminary determination of the meaning of a word or phrase |
| | | |
| | | |
| | |L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific |
| | |words and phrases; gather vocabulary knowledge when considering a word or phrase important|
| | |to comprehension or expression. |
| | | |
| | |PE. Student as Learner- |
| | |Demonstrate an understanding of oneself as an independent, engaged, and self-reflective |
| | |learner, |
| | |Consistently demonstrating the following 21st century skills: collaboration skills, |
| | |communication skills, organizational skills, problem-solving/thinking skills, and |
| | |reflection skills, effective participation in class discussions, timely and effective |
| | |submission of homework. |
| | |PE. Character |
| | |Learning and acquiring habits and traits that will make one successful in all aspects of |
| | |life, including being a leader/an example for others to follow, instilled with a sense of |
| | |contribution and fulfillment |
|Key Vocabulary: |*Purpose Persuasion Audience Fact Opinion Hook Thesis Clinching Statement Counter argument Transitions Manipulate Elicit Appeal |
| |Criticize Emphasize Illustrate Reinforce Cliché Connotation Anecdote Rebuttal Perspective Argument Formal Informal Debate Research |
| |Relevance Outcome Convince |
|Culminating Assessment: |*Role—Persuasive writer |
| |*Audience—Teacher |
| |*Format—Essay |
| |*Task—persuasive essay |
| | |
| |*Role—persuasive reader |
| |*Audience—Teacher |
| |*Format—Reading test on essay |
| |*Task— Reading test |
| | |
| |*Role—Language user |
| |*Audience—teacher |
| |*Format—Test |
| |*Task—Vocabulary test |
| | |
| |*Role—Persuasive speaker and listener |
| |*Audience—teacher and classmates |
| |*Format—debate |
| |*Task—debate |
| | |
|WRAC— |*See Weekly Plans |
|Writing and Reading Across | |
|Curriculum: | |
|Curricular Resources and |Persuasive essays - online |
|Technology: | |
| |*Technology: |
| |Laptops |
| |Smart Board: Timer, Modeling and Review Games for Grammar Concepts |
|Interdisciplinary |*Humanities, Biology, |
|Connections: | |
|Other Important |Winter break |
|Information: | |
|BACKWARDS |Week: |*Introduction to reading persuasive essays|*Monday: Do-now, Vocabulary, persuasion discussion |
|Planning: |12/2-12/5 | | |
| | | |*Tuesday: Do-now, Introduction to persuasion, persuasive techniques, commercials, product|
| | | |advertisement |
| | | | |
| | | |*Wednesday: Do-now, audience, purpose, opinion sheet with essays |
| | | | |
| | | |*Thursday: Do-now, Reading assist |
| | | | |
| | | |*Friday: Do-now, vocabulary quiz, watch news report video |
| | | | |
| | | |Tier 11-Students will receive assistance from paraprofessionals and ESL teacher whenever |
| | | |they are available. Classmates will be asked to help their struggling classmates in |
| | | |exchange for stamps.ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
| |Week 2: |Reading essays |*Monday: Do-now, Read informational text, begin answering questions |
| |12/8-12/12 | | |
| | | |*Tuesday: Do-now, Discuss questions, Cell phone addiction video |
| | | | |
| | | | |
| | | |*Wednesday: Do-now, Read informational text, begin answering questions |
| | | | |
| | | |*Thursday: Do-now, Discuss questions, |
| | | | |
| | | |*Friday: Do-now, vocabulary quiz, fact vs opinion |
| | | | |
| | | |Tier 11-Students will receive assistance from paraprofessionals and ESL teacher whenever |
| | | |they are available. Classmates will be asked to help their struggling classmates in |
| | | |exchange for stamps. ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
| |Week 3: |*Reading essays |*Monday: Do-now, Read informational text, begin answering questions |
| |12/15-12/19 | | |
| | | |*Tuesday: Do-now, discuss questions |
| | | | |
| | | |*Wednesday: Do-now, Read informational text |
| | | | |
| | | |*Thursday: Do-now, READING SUMMATIVE |
| | | | |
| | | |*Friday: Do-now, vocab quiz |
| | | | |
| | | |Tier 11-Students will receive assistance from paraprofessionals and ESL teacher whenever |
| | | |they are available. Classmates will be asked to help their struggling classmates in |
| | | |exchange for stamps. ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
| |Week 4 |*Reading summative/ Introduction to |*Monday: Do-now, vocabulary, Persuasive writing PowerPoint |
| |1/5-1/9 |persuasive writing | |
| | | |*Tuesday: Do-now, PowerPoint continued |
| | | | |
| | | |*Wednesday: Do-now, Powerpoint continued |
| | | | |
| | | |*Thursday: Do-now, hook, body paragraphs, thesis and conclusion worksheets |
| | | | |
| | | |*Friday: Do-now, vocab test, working on sheets |
| | | | |
| | | |Tier 11-Students will receive assistance from paraprofessionals and ESL teacher whenever |
| | | |they are available. Classmates will be asked to help their struggling classmates in |
| | | |exchange for stamps. ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
| |Week 5: |Writing process |*Monday: Do-now, vocabulary, Example essay review and picking partners |
| |1/12-1/16 | | |
| | | |*Tuesday: Do-now, Begin outline |
| | | | |
| | | |*Wednesday: Do-now, Continue outline |
| | | | |
| | | |*Thursday: Do-now, Continue outline |
| | | | |
| | | |*Friday: Do-now, vocabulary quiz, Typing |
| | | | |
| | | |Tier 11-Students will receive assistance from paraprofessionals and ESL teacher whenever |
| | | |they are available. Classmates will be asked to help their struggling classmates in |
| | | |exchange for stamps. ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
| |Week 6: |*Typing and preparing presentations |*Monday: NO SCHOOL |
| |1/19-1/23 | | |
| | | |*Tuesday: Do-now, Vocabulary, SCANTRON (reading) |
| | | | |
| | | |*Wednesday: Do-now, Typing |
| | | | |
| | | |*Thursday: Do-now, Typing and Preparing presentations |
| | | | |
| | | |*Friday: Do-now, Scantron Makeups-Typing and Preparing presentations |
| | | | |
| | | |Tier 11-Students will receive assistance from paraprofessionals and ESL teacher whenever |
| | | |they are available. Classmates will be asked to help their struggling classmates in |
| | | |exchange for stamps. ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
| |Week 7: |*Presentations |*Monday: Do-now, ESSAYS DUE, Typing and PRESENTATIONS |
| |1/26-1/30 | | |
| | | |*Tuesday: Do-now, PRESENTATIONS |
| | | | |
| | | |*Wednesday: Do-now, PRESENTATIONS |
| | | | |
| | | |*Thursday: Do-now, PRESENTATIONS |
| | | | |
| | | |*Friday: Do-now: VOCABULARY TEST |
| | | | |
| | | |Tier 11- Tier 11-Students will receive assistance from paraprofessionals and ESL teacher |
| | | |whenever they are available. Classmates will be asked to help their struggling classmates|
| | | |in exchange for stamps. ESL teacher will use visual aids to help students understand |
| | | |vocabulary better. |
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