10/03/16-10/07/16 Teacher: M.Wood Subject: ELA/Reading Unit Title: Utopia Vs. Dystopia Standards to Address in Unit: ELAGSE7RL1, ELAGSE7RL2, ELAGSE7W5 ASSESSMENTS Diagnostic: Teacher will Introduce Novel Studies (Utopia Vs. Dystopia) Formative: Quizzes/Tests/Projects/Performance Based Assessments/Unit Test Summative: TOTD/Conferences/Class Performance/Group Assessment Major Unit Concepts Unit Vocabulary Teacher will introduce Novel Studies (Utopia vs. Dystopia). Types of Sentences Reading Passages (Provide Summaries/Supporting Evidence) Utopia Power words Setting Complex Dystopia Analyze Plot Compound-Complex Religious Identify Conflict Technological Discuss Theme Bureaucratic Denotation/Connotation Point of View Corporate Argumentative Simple Philosophical Characterization Compound MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TEACHER PRESENTATION (Whole Group Instruction) Teacher Presentation Writing Strong Sentences: Lesson 1 Explain to students that they will learn how to write strong sentences by identifying complete sentences as well as understanding the distinctions among simple, compound, and complex sentences. 2. Explain that they will also learn to write sentences with consistent verb tenses and proper subject-verb agreement. Usage-Subject/Verb Agreement Frequently Confused Words Context Clues Teacher Presentation Writing Strong Sentences: Lesson 2 Explain to students that they will learn how to write strong sentences by stating subjects clearly, using strong verbs, and avoiding misplaced modifiers. Capitalization & Punctuation Common Capitalization Errors Separating Coordinate Adjectives Comma Review Teacher Presentation Avoiding Run-on Sentences Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Spelling-Common Spelling Errors Spelling Words Correctly Writing Series: From Start to Finish Part 1: Researching a Part 2: Making a Plan Teacher will assign literature circle roles Teacher Presentation Using a Variety of Sentences Explain to students that today they will learn how to vary sentence structure through: using various sentence types combining sentences Writing Series: From Start to Finish Part 3: Writing an Intro Part 4: Writing a Draft Part 5: Writing a Conclusion Teacher Presentation Constructed Response: Single Informational Text Introduce the 4 Steps in Answering Constructed Responses (Slide 2). Make sure students know that you will walk them through each step. - 4 Steps in Answering Constructed Responses: 1. Read and understand the rubric 2. Preview the questions and actively read the passage – mark up text, make notations, 3. Read questions carefully to understand the task. 4. Find and use evidence from the text to support your answer. 2. Distribute handout: “The Panama 3. Introduce Step One Rubrics. Direct students to the last page of the handout for the rubrics. Discuss each point (2, 1, & 0) and the corresponding bullet points. Idea Development & Coherent-Focus in Informational Writing
CLOSING INDEPENDENT PRACTICE (What the students are doing while the teacher is working with small groups) Instruct Students: A. Now that the verb tenses are consistent, revise the paragraph, making stronger sentences by combining details and ideas to create compound and complex sentences. B. You may have no more than 4 sentences, and all from the sentences above must be included. C. Be sure to join sentences correctly. D. Feel free to revise the paragraph further by improving word choice as well. Instruct Students: a. Read the paragraph below. b. Rewrite it correctly using what you’ve learned about sentence types, subjects, verbs, active voice, and modifiers. Instruct Students: Students will continue writing their stories by adding a minimum of eight more sentences. Remind students to avoid run-on sentences by using end punctuation as well as commas and coordinating conjunctions. Instruct Students: * Using strategies you’ve learned for creating sentence variety, write a descriptive paragraph about the school cafeteria. * Mark each sentence with: S - Simple C - Compound X - Complex T - Twister Instruct Students: Students should complete the last question on their own following the same steps as they used in the previous two questions (Slides 22-26). This time, they’ll answer the question, “What were/are the benefits of the Panama Canal?” 2. Walk around the room and check for understanding from students. Remind them to find evidence to support the answer to the question, then draft a response that is succinct. 3. Before they share responses, have them return to the rubric to ensure they have met the expectation. 4. Have students share THEIR examples with one another. CLOSURE