3rd Quarter---LESSON PLAN 7 Grade Language Arts … · Unit 5 MONDAY TUESDAY WEDNESDAY THURSDAY...
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3rd Quarter---LESSON PLAN – 7 th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of January 19 to January 23, 2014 Unit 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3) Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument Essential Questions: 1. How does the author’s claims used in the text affect the outcome of an argument? 2. How do I determine which claims are valid when listening to a speaker? 3. How can I use information to express an idea? Higher Order Questions: LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it. Objective(s): Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence Bell Work Caught Ya-Grammar and Vocabulary Caught Ya-Grammar and Vocabulary
Transcript of 3rd Quarter---LESSON PLAN 7 Grade Language Arts … · Unit 5 MONDAY TUESDAY WEDNESDAY THURSDAY...
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of January 19 to January 23, 2014
Unit 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Bell Work Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Agenda/Activities Students will take Cornell notes on Argumentative Writing while discussing Power Point Model how to trace and evaluate an argument and specific claim in a text using Your Favorite Drinks Can Wreck Your Body Students will practice tracing and evaluating an argument and specific claim in a text using Fine Parents If Their Kids Bully?
Students will practice tracing and evaluating an argument and specific claim in a text using Stop Talking, Start Driving
Students will practice tracing and evaluating an argument and specific claim in a text using Head Trauma and Failure is not an option
Groups compare their evaluations of the articles Head Trauma and Failure is not an option
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book Read AR book Read AR book Read AR book
Exit Slip What could each author have used as evidence to back up one of their reasons?
What could the author have done to make sure she had sufficient evidence to back up her claim?
Turn assignment in to substitute teacher.
Which of the two articles provides better evidence?
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of January 26-January 30, 2015
Unit 5: Argument
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will evaluate the article to determine which author has the stronger claim supported by relevant and sufficient evidence
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
AR Reading Caught Ya-Grammar and Vocabulary
AR Reading
Agenda/Activities Students will practice tracing and evaluating an argument and specific claim in a text using “Stop Talking, Start Driving”
Students will discuss their evaluation of “Stop Talking, Start Driving”
Students will practice tracing and evaluating an argument and specific claim in a text using “Txting the Gr8 Deb8”
Students will discuss their evaluation of “Txting the Gr8 Deb8”
Students will compare the strength of the claims between the following articles: “Stop Talking, Start Driving” and “Texting Can Kill” using a double bubble thinking map
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book Read AR book Read AR book Read AR book Read AR book
Exit Slip What else could the author have used as evidence to back up one of her reasons?
After discussing the article, did your opinion change?
What could the author have done to make sure she had sufficient evidence to back up her claim?
After discussing the article, did your opinion change?
Which of the two articles provides better evidence?
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of February 2 through February 6, 2015
Unit 5: Argument MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will analyze points of debates around
Students will analyze points of debates around Football being too dangerous, choose, and support a stand on the issue
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
AR Reading Caught Ya-Grammar and Vocabulary
AR Reading
Agenda/Activities Students will prepare for participation in philosophical chairs debate: Should there be a minimum age to play tackle football? Students will reflect by answering the following: Explain why your opinion changed or stayed the same during the activity? After reading “Head Trauma” and “deadly Hits,” explain how the article changed your opinion. If it didn’t, explain what the author could’ve done to persuade you.
Students will participate in philosophical chairs debate Should there be a minimum age to play tackle football? Students will reflect by answering the following: Explain why your opinion changed or stayed the same during the activity? After reading “Head Trauma” and “deadly Hits,” explain how the article changed your opinion. If it didn’t, explain what the author could’ve done to persuade you.
Write a paragraph on one of the philosophical chairs’ topics addressing the following questions: Which claims are supported by facts, reasons, and evidence and which are not? Is the reasoning sound? Is the evidence relevant and sufficient to support the claims? Cite the text to support your explanations.
1st period Double Block Mock Writing Test Complete Missing Assignments AR Reading
1st period Double Block Mock Writing Test Complete Missing Assignments AR Reading
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book Read AR book Read AR book Read AR book Read AR book
Exit Slip What could your opposing-claim peers have done to persuade you to move to their side?
What could your opposing-claim peers have done to persuade you to move to their side?
Turn in missing assignments Turn in missing assignments
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of February 9 through February 13, 2015
Unit 5: Argument MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students find evidence to support their claim for the argument should little league teams be allowed to use aluminum bats?
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
AR Reading Caught Ya-Grammar and Vocabulary
AR Reading
Agenda/Activities Library Research
ELA Collaboration Day Begin to complete agree/disagree handout for role models Read the articles “Star Athletes Embrace Role Model Status In TV Ads” and “Athletes as Role Models” p.40 Highlight evidence to support their reasons in article. Copy evidence from book to back up their two reasons. Complete “Check Your Understanding” on notebook paper. Including: Argument, Claim, Reason 1, and Reason 2 After reading the articles “Star Athletes Embrace Role Model Status In TV Ads” and “Athletes as Role Models” p.40 On chart, explain how the article changed your opinion. If it didn’t, explain what the author could’ve done to persuade you. Students will write their argument based on research collected from yesterday
Provide background knowledge about Winston Churchill using Power Point Students will continue to write paragraph based on research collected from Monday Students will complete unfinished work from Tuesday.
Students will prepare for participation in philosophical chairs debate: Should celebrities and athletes be role models? Students will reflect by answering the following: Explain why your opinion changed or stayed the same during the activity? Students will complete Philosophical Chairs Self-Assessment Participation Form and Philosophical Chairs Reflection Sheet
Students will continue to write paragraph based on research collected from Monday
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book Read AR book Read AR book Read AR book Read AR book
Exit Slip What could your opposing-claim peers have done to persuade you to move to their side?
What could your opposing-claim peers have done to persuade you to move to their side?
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of February 16 through February 20, 2015
Unit 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will become familiar with the FSA Reading test.
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
AR Reading Caught Ya-Grammar and Vocabulary
AR Reading
Agenda/Activities Students are in the 404 computer lab completing the FSA Reading Training Test.
Students will revise Mock FSA Writing Assignment Teacher will instruct them on paragraph formation and content Teacher will discuss sample essays Teacher will review transition words.
Students will continue to revise essay
Students will continue to revise essay
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book Read AR book
Read AR book Read AR book
Exit Slip
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of February 23 through February 27, 2015
Unit 5: Argument MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Students will read and comprehend literature, in the grades 6–8 text complexity band proficiently.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Agenda/Activities 7th grade field trip Missing assignments and class work as indicated by subject area teacher
*For half of the period Provide background knowledge about Winston Churchill using Power Point Read the speech “Blood, Sweat , Toil, Tears” Together Discuss unfamiliar vocabulary Annotate paragraphs: using argument chart Second half of class Continue to revise Mock FSA Writing Assignment
Continue to analyze “Blood, Sweat, Toil, Tears” to identify how the author ensures that the reasoning is sound. Determine who would have given a rebuttal and why? Continue to revise Mock FSA Writing Assignment
Students will determine Churchill’s central claim and analyze its development within the paragraphs as well as support the analysis by evaluating and selecting relevant textual evidence. Teacher will review the criteria for each paragraph
Students will write paragraph based on background information, the claim, and the evidence
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book and prepare to determine if the author uses sound reasoning
Read AR book and prepare to analyze “Blood, Sweat , Toil, Tears
Read AR book and prepare to write paragraph
Read AR book
Exit Slip
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of March 2 through March 6, 2015
Unit 5: Argument MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Students will trace and evaluate an argument and specific claim in a text Students will assess the soundness of the reasoning and the relevancy and sufficiency of the evidence
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
AR Reading Caught Ya-Grammar and Vocabulary
AR Reading
Agenda/Activities Read the speech “Blood, Sweat , Toil, Tears” together Discuss unfamiliar vocabulary Annotate paragraphs: using argument chart
FSA Writing Assessment Continue to analyze “Blood, Sweat, Toil, Tears” to identify how the author ensures that the reasoning is sound. Determine who would have given a rebuttal and why? Students will determine Churchill’s central claim and analyze its development within the paragraphs as well as support the analysis by evaluating and selecting relevant textual evidence.
Students will write paragraph based on background information, the claim, and the evidence
Students will write paragraph based on background information, the claim, and the evidence
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book Read AR book
Read AR book Read AR book
Exit Slip
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of March 9 through March 13, 2015
Unit 6: Argumentative Writing MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
4. How does the author’s claims used in the text affect the outcome of an argument?
5. How do I determine which claims are valid when listening to a speaker?
6. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
Discuss Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Discuss Caught Ya-Grammar and Vocabulary
Agenda/Activities Students will read the following articles:
Disadvantages to Year-Round Schools
Evaluating the Year-Round School System
Is Year-Round Schooling the Answer?
Research Spotlight on Year-Round Education
Year-Round Schooling: 3 Common Arguments Against It
Year-round School Pros and Cons
Students will determine their claim for the argument: Should students be required to attend school year-round? Students will determine their two reasons Students will begin writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and
Students will begin writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim.
Students will watch video: Balanced Calendar-Year Round School Students can cite information from the video to use in their essay.
Students will begin writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim.
Students will begin writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim.
Students will begin writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim.
cite text for several pieces of supportive evidence to support their two reasons and the counterclaim.
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Exit Slip Did you mark evidence for the counterclaim?
Did you include at least 7 transitions from my list?
Did you quote any information that you copied from the articles?
Did you plug in a phrase in front of each quote?
Did you read over the rubric to see if you have completed everything?
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations: 1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of March 16 through March 20, 2015
Unit 6: Argumentative Writing MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
7.RL.4.10 (DOK 2)
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
7. How does the author’s claims used in the text affect the outcome of an argument?
8. How do I determine which claims are valid when listening to a speaker?
9. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
Discuss Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Discuss Caught Ya-Grammar and Vocabulary
Agenda/Activities Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Exit Slip Did you mark evidence for the counterclaim?
Did you include at least 7 transitions from my list?
Did you quote any information that you copied from the articles?
Did you plug in a phrase in front of each quote?
Did you read over the rubric to see if you have completed everything?
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations:
1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
3rd Quarter---LESSON PLAN – 7th Grade Language Arts (Aimee Platt – Eustis Middle School) Week of March 23 through March 27, 2015
Unit 6: Argumentative Writing MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Standard(s) LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK 3)
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
LAFS.7.RI.3.8 (DOK 2) LAFS.7.SL.1.3 (DOK
7.RL.4.10 (DOK 2)
Teacher Planning Day
Learning Goal: Students will understand how writers build arguments by making claims and supporting claims. Students will be able to trace a line of argument and evaluate strategies used to strengthen the argument
Essential Questions:
1. How does the author’s claims used in the text affect the outcome of an argument?
2. How do I determine which claims are valid when listening to a speaker?
3. How can I use information to express an idea?
Higher Order Questions:
LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? The student must analyze a text to identify how the author ensures that the reasoning is sound. Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. The student must trace the text’s central argument by locating two sentences from different paragraphs that express the central ideas. What is the central claim of the paragraph? How does the author develop this claim throughout the paragraph? The student must determine a paragraph’s central claim and analyze its development within the paragraph. Select how the author develops an argument throughout the text. Select a sentence where the author uses relevant and sufficient evidence to support the argument. The student must determine the author’s central argument and analyze how it develops throughout the text. The student must then support the analysis by evaluating and selecting relevant textual evidence. How does the author support the claim that (insert claim)? The student must determine meaning from the provided claim and analyze its development in the text by evaluating the evidence used to support it.
Objective(s): Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Students will trace and evaluate an argument and specific claim in multiple texts Students will write an argumentative essay citing evidence and using a variety of transitions.
Bell Work AR Reading Caught Ya-Grammar and Vocabulary
Discuss Caught Ya-Grammar and Vocabulary
Caught Ya-Grammar and Vocabulary
Agenda/Activities Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Students will continue writing a five-paragraph argumentative essay, providing their claim about whether students should be required to attend school year round, provide their two reasons, include and discuss a counterclaim, and cite text for several pieces of supportive evidence to support their two reasons and the counterclaim. Students will use extra time for the following: -complete missing assignments -read AR books -revise low-scored assignments
Vocabulary Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Argumentative writing, claim, argument. evidence, reasoning, reasons, relevant, sufficient
Homework Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Read AR book and work on missing assignments.
Exit Slip Do you have five sentences in each body paragraph?
Do your first two body paragraphs start with a reason?
Did you include at least two quotes per body paragraph?
If you repeated Year-round school more than 5 times, reword the phrases!
Accommodations 504 Accommodations: 3rd and 6th Extended time for class and standardized testing; 4th Additional time on test and test in small group 4th On standardized tests, read test questions and give flexible preferred seating 4th test in alternative setting and extended time not to exceed one day 6th Refocus to task ESE Accommodations:
1st Extended time for 24 hours for assignments, repeat and clarify, and ensure understanding of directions, Read directions aloud and check for understanding, provide visual and verbal cues, check for comprehension of read material, provide copy of notes, Preferential setting, Allow student to read aloud to self 2nd in addition to accommodations listed for 1st also test directions read aloud and clarified and leave class for assistance, read allowable test questions, prompt to stay on task, provide preferential seating, JS allow breaks and fluid, and warm clothing 3rd Extended time for class and standardized testing; test in alternative setting, leave class for assistance, frequent breaks 4th test with familiar person, leave class for assistance, student demonstrates understanding of directions
