ࡱ> nqm_ !bjbj 4bbb5PPPPPddd8Td> *>,>,>,>,>,>,>$@}CP>PP>PPHe>   jPP*> *>  ,70:@(RlF\8$>{>0>8@CXCH::CP< P>P> >C :  Lesson and/or Unit Title: Monster by Walter Dean Myers: Argument Writing Stage 1 Desired ResultsAmount of Time (94): 94Common 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): I can Present claims and findings, emphasizing points in a focused, coherent manner Identify claims within an argument. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Trace and evaluate the argument and specific claims in a text, assessing whether they are sound and relevant. Determine meanings of words or phrases as they are used in a text, including 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. Essential Questions: (Checking for Understanding) How will I know if I have convinced my audience? What are the main characteristics of an argumentative essay? How are the various types of argumentative writing similar or different? Who are the likely readers or audiences for this form of writing? What kind of organization could be used for this form of writing? What kind of voice would be most effective for this form of writing? How do I choose evidence to support my opinions in my writing? How do I develop counterarguments? Why should I include them?Lesson Outcome (s): SW write an objective summary SW identify when and where to use commas with coordinate adjectives SW correctly identify and use persuasive techniques SW use grade level vocabulary (academic and domain) SW produce claim, reasons, and evidence for Monster argument essay SW identify claims within an argument SW figure out word meanings based on how they are used in context. SW practice critical reading for reading and information.Key Vocabulary: Garb Prominent Racketeer Subdued Pessimist Verdict Stenographer Soliciting Affirmative Condescendingly Word Generation Focus Words Week 2 (daily tasks that target focus words) Context Indicate Variable Create Benefit Stage 2 Assessment EvidencePerformance 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; Writers notebooks; Daily Common Core ELA; Pop Quizzes Stage 3 Learning PlanAnticipatory 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-(newsla.com) 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- Steves 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 Fridays mini assessment Differentiation Notes: Guided Reading Instruction Center Rotations- Reviewing all Concepts: Scaffold reading articles Technology Integration: Video Power Point Presentation Internet Resources Graphics/Charts Internet Research Interactive Whiteboard Classroom Performance System (Clickers) OtherMaterials/Items Needed: Monster by Walter Dean Myers Text Student Center Contracts MobyMax Informational Text Various Worksheets Common Core Companion Monster Novel Unit Buckle Down Book Elements of Language Textbook 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 Socratic Method Reciprocal Reading Other (Explanation Needed)     Simmons Middle School Strategic Lesson Plan Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby Dates: September 21- September 25, 2015  PAGE \* MERGEFORMAT 1 | Page LMNghiw|}ʼugYF4"h}_h}_>*CJOJQJ\aJ%h}_h>5>*CJOJQJ\aJh}_h>5OJQJ]h}_h}_5OJQJ]h}_h\#5>*OJQJ]h}_h>5>*OJQJ]!h}_h>5>*CJOJQJ]h}_h>CJOJQJh}_h>OJQJh}_h>6OJQJ\h}_h}_6OJQJ\h}_h.7&6OJQJ\h}_h>6>*OJQJ\h}_h.GOJQJMNh$Ifikd$$IflN&^, t0^,644 la $$Ifa$hi$Ifykd$$IflN&^,  t 0^,644 lap  5 z $Ifgd'v $Ifgd}_ $Ifgd.7&ikd'$$IflN&^, t0^,644 la4 5 6 J   z ·pbWI=4hOJQJ\h 2KhOJQJ\hh.G5>*OJQJh5>*OJQJhh>5>*OJQJ%h}_h.7&B*CJOJQJaJphh}_B*CJOJQJaJph%hkRh}_B*CJOJQJaJph!h}_h>5>*OJPJQJ\h}_h>OJQJh}_hpB*OJQJphh}_B*OJQJphhkRh}_B*OJQJph%h}_h.7&5>*CJOJQJ\aJ5 6 J $Ifgd.7&$Ifikd$$IflN&^, t0^,644 la   V {  r  N vvvvvvvi & F $Ifgd.7& & F $Ifgd $Ifgd $Ifgd.Gikd!$$IflN&^, t0^,644 la z {  q  ĶzrzcVLVLV@hN5hOJQJ\hOJPJQJhN5hOJPJQJh}_hCJOJQJaJhOJQJh`GhOJQJhh5>*OJQJh}_h>OJQJh}_hGCCJOJQJhZhZOJQJhh>6>*OJQJhh>5>*OJQJh/h}OJQJ\hOJQJ\h 2KhOJQJ\hGcKhOJQJ\ 2 { Dsj $Ifgd|kd$$Ifl0N&B t0^,644 la $IfgdZ$If :nR ,S[dnu $IfgdAK $$Ifa$gd / $Ifgd$If $Ifgd +,RS}~$)*+:UseZRFR;sehhpOJQJhIZRhZ>*OJQJhZOJQJhkRhZOJQJhh>6>*OJQJhh>5>*OJQJh}_h>OJQJh}_h>56CJOJQJh}_hOJQJh}_hCJOJQJ\hCJOJQJ\hAKhAKOJQJ\hAKOJPJQJh5>*OJPJQJhh5>*OJPJQJhhOJQJ\u~cZ $$Ifa$kd)$$IflFN^&   t0^,6    44 layt56 $Ifgd*w $Ifgd'v$Ifykd$$IflN&^,  t 0^,644 lap *+U $IfgdY$Ifikdj$$IflN&^, t0^,644 laU}AIab   $%׻xph`UF7hh\#5>*OJQJ\hh>5>*OJQJ\hh(yOJQJhskOJQJh(yOJQJhOJQJh0OJQJhhhh6OJQJh>>*OJQJhh>>*OJQJhh\#>*OJQJhh\#5>*OJQJhh>5>*OJQJhh>56OJQJh}_h>OJQJhhAOJQJhYhYOJQJhYOJQJ $$Ifa$ikd$$IflN&^, t0^,644 laAb wwwww $IfgdA$Ifykdr$$IflN&^,  t 0^,644 lap   ,  $Ifgd;$Ifikd$$IflN&^, t0^,644 la%)*,4   &jks)FȵȄȄ|qh\S\hh>*OJQJh;h;>*OJQJh>>*OJQJhSLh9OJQJhSLOJQJhhOJQJhh\#5>*OJQJ\hh>5>*OJQJ\h}_h>OJQJhOh;OJQJhAOJQJh;OJQJhOOJQJhh>>*OJQJhh>>*OJQJ\hh\#>*OJQJ\   c} $IfgdGC $Ifgd;$Ifikd$$IflN&^, t0^,644 laFyY%Hyy $Ifgd'v & F $Ifgd;$Ifikd$$IflN&^, t0^,644 la FxyXy$%GH_~ԾԲqbTF:hBPhBPOJQJ\hh>>*OJQJ\hh\#>*OJQJ\hh\#5>*OJQJ\hh>5>*OJQJ\h}_h>OJQJh;hhOJQJ\h[OJQJ\hsOJQJ\h <OJQJ\h;h <OJQJ\h v5OJQJ\hh5OJQJ\h;5OJQJ\h <5OJQJ\hGC5OJQJ\hBP5OJQJ\}} $IfgdBP $IfgdGC$Ifikd$$IflN&^, t0^,644 la)7W(GHGHWy()VWXpĵ؋}tth\}hh]OJQJ\hhOJQJ\hOJQJ\hh>5>*OJQJhhhOJQJ\h <h <OJQJ\h <OJQJ\hAKOJQJ\hh>5>*OJQJ\h}_h>OJQJhSLOJQJ\hhOJQJ\hBPhBPOJQJ\hBPOJQJ\hAOJQJ\#(HX)W}}t $Ifgdh $Ifgd < $IfgdGC$Ifikd$$IflN&^, t0^,644 laWXp ,>U||o||| & F$Ifgd!t & F$If $Ifgd$Ifikd$$IflN&^, t0^,644 la q|abco !2!3!4!5!6!8!9!;!!?!A!V!x!ϵwokokokok`Uh>5OJQJ\hb5OJQJ\hzjhzUh>OJQJh}_h'vCJOJQJh}_hQUCJOJQJ\aJhQUCJOJQJ\aJhQUh!5OJQJ\hQUhQUOJQJ\hh5>*OJQJhh>5>*OJQJh}_h>CJOJQJh}_h>OJQJh}_h'vOJQJ!U}3xreeeeeee $If^gdQU$If|kd$$Ifl 0N&{ t0^,644 la & F$If 3Dco~ ( H T q !!3! 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