Media Center OPENING LEARNING INTENTIONS (What the students should KNOW and be able to DO – STANDARDS/ELEMENTS) ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. ELAGSE7Rl2: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide and objective summary of the text. E. Q. What’s the Main Idea? ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed ELAGSE7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives E. Q. What is the Writing Process? ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. ELAGSE7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, or trying a new approach, focusing on how well purpose and audience have been addressed. ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. b. Support with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. ELAGSE7RI1: Cite several Pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.
SUCCESS CRITERIA (EQ) Teacher will review the elements and essential questions and expectations for lesson performance. Teacher will review the elements and essential questions and expectations for lesson performance. E.Q. Teacher will review the elements and essential questions and expectations for lesson performance. E.Q. Teacher will review the elements and essential questions and expectations for lesson performance. E.Q. Teacher will review the elements and essential questions and expectations for lesson performance. BULD COMMITMENT AND ENGAGEMENT (HOOK) Hook: What is the Main Idea again? Flocabulary video Hook: What is the Main Idea again? Hook: Can you draw this? Hook: Are you arguing with me? Hook: Who’s turn is it? TEACHER PRESENTATION (Whole Group Instruction) Teacher Presentation I Do-Teacher will model how to find the main idea using paragraph from Flocabulary handout We Do-Teacher will work with students on reading different passages (from Flocabulary) and answering the questions; discussing answer choices You Do-Students will read short paragraph and complete graphic organizer Teacher Presentation Mini Lesson-Using conventions correctly (separating adjectives) Students will have guided notes and practice on how to combining sentences, revising sentences, adding supporting information, correcting punctuation errors and identifying writing genres (argumentative, descriptive, expository, narrative). Teacher Presentation Mini Lesson-Literary and Informational Text Students will be taught how to provide evidence to support reflection and research. Teacher Presentation Students will learn how to write arguments to support claims with clear reasons and relevant evidence. Along with supporting claim(s) with logical reasoning and evidence, using accurate sources and demonstrating an understanding of the topic or text. Teacher Presentation Review Game (DOJO PARTY)
WORK PERIOD GUIDED PRACTICE (Small Group/Differentiated Instruction) Acceleration (Advanced Group) Students will complete main idea & supporting details passage/questions on lexile levels; finish articles from Friday Acceleration (Advanced Group) Working Independently Acceleration (Advanced Group) Working Independently Acceleration (Advanced Group) Working Independently Acceleration (Advanced Group) Working Independently Progression – (On Group) Students will complete main idea & supporting details passage/questions based on lexile levels; finish articles from Friday Progression – (On Group) Students will use guided notes Progression – (On Group) Students will use guided notes Progression – (On Group) Paired Groups Progression – (On Group) Paired Groups Remediation (On w/Support Group) Students will complete main idea & supporting details passage/questions based on lexile levels; finish articles from Friday Remediation (On w/Support Group) Teacher Guided Group Remediation (On w/Support Group) Teacher Guided Group Remediation (On w/Support Teacher Guided Group Remediation (On w/Support Group) Teacher Guided Group
CLOSING INDEPENDENT PRACTICE (What the students are doing while the teacher is working with small groups) Instruct Students: Main Idea review sheet Instruct Students: Students will work on assigned classwork. Instruct Students: Students will work on assigned classwork. Instruct Students: Students will work on assigned classwork. Instruct Students: Students will work on assigned classwork. CLOSURE Review It: Sum It Up So What? Kids answer the following prompts: What takeaways from the lesson will be important to know three years from now? Why? Simile Me Have students complete the following sentence: "The [concept, skill, word] is like _______ because _______." Students I Learned From the Most Kids write notes to peers describing what they learned from them during class discussions. DJ Summary Learners write what they learned in the form of a favorite song. Offer extra praise if they sing. HOMEWORK Quick Write