narrative essay about a time that you showed courage, about something you were able to accomplish that you first thought would be impossible, or tell about a goal you tried to achieve. Use details and examples to explain what problems you had to overcome, obstacles you faced, how you showed courage in dealing with the situation, and the outcome. from the tournament scene) Vocabulary strategies Bell work for language skills (e.g., Mon-Thurs use G.U.M., Fri give a paragraph to edit/revise) Think about a personal experience or an experience you have read about, watched on television, or seen in a movie. Why did this change occur and how did it affect the person's life? Write a narrative in which you describe a change a person experienced in his or her life. compare and contrast how these two characters responded to the challenges they faced. Make sure to include specific details and examples from the text(s) to support your interpretation. subjective and objective point of view, then read and watch the video clip about the mongoose and discuss how the authors use facts to create fiction evidence to support claims and assertions. Use a variety of Vocabulary strategies Make personal dictionaries for Greek and Latin Affixes and Roots: Discuss sentence development and revision: Bell work for language skills (e.g., Mon-Thurs use G.U.M. and
on Fri give a paragraph to edit/revise) Balanced Assessment: Formative Class discussion Story Mapping Worksheets Journals Literacy Notebooks Word maps Quiz Comic Strip Summative Multiple Choice Answer Extended Response Balanced Assessment: Formative Class discussion Venn Diagram Worksheets Journals Personal dictionaries Literature circles Word maps Quiz Exit Slips Literature response sheets Summative Multiple Choice Answer Extended Response Balanced Assessment: Formative Fish Bowl Discussion Graphic organizers Worksheets Journals Personal dictionaries Literature circles role sheets Word maps Quiz Dramatization w/ script Summative Multiple Choice Short Answer Extended Response Balanced Assessment: Formative Class discussion Graphic organizers Worksheets Quick Writes Journals Personal dictionaries Literature circles Word maps Performance Task Summative Multiple Choice Short Answer Extended Response Balanced Assessment: Formative Class discussion Graphic organizers Worksheets Journals Personal dictionaries Literature circles Word maps Writing Drafts Exit Slips Summative Multiple Choice Answer Extended Response Balanced Assessment: Formative discussion Graphic organizers Worksheets Journals Personal dictionaries Literature circles Word maps Reflective Essay Summative On-demand Published Narrative Test Vocabulary Test Resources Needed Common Core Standards Unit Maps ReadWriteThink website (lesson plans and student interactives) Various reading material (historical fiction) Reference Materials Marzano’s Vocabulary Resources Needed Common Core Standards Unit Maps ReadWriteThink website (lesson plans and student interactives) Various reading material (historical fiction) Marzano’s Vocabulary Instruction That Works Resources Needed Common Core Standards Unit Maps ReadWriteThink website (lesson plans and student interactives) Various reading material (historical fiction /nonfiction) Marzano’s Vocabulary Instruction That Works Resources Needed Common Core Standards Unit Maps ReadWriteThink website (lesson plans and student interactives) Various reading material (historical fiction/nonfiction) Computers/Internet access Marzano’s Vocabulary Resources Needed Common Core Standards Unit Maps ReadWriteThink website (lesson plans and student interactives) Various reading material (historical fiction/nonfiction) Computers/Internet access Class Webpage Resources Needed Common Core Standards Unit Maps ReadWriteThink website (lesson plans and student interactives) Various reading material (historical fiction/nonfiction) access
Instruction That Works Zaner-Bloser G.U.M. (Daily Bellwork) Zaner-Bloser G.U.M. (Daily Bellwork) Zaner-Bloser G.U.M. (Daily Bellwork) Instruction That Works Zaner-Bloser G.U.M. (Daily Bellwork) Marzano’s Vocabulary Instruction That Works Zaner-Bloser G.U.M. (Daily Bellwork) Class Webpage Audio/Video equipment or webcam Marzano’s Vocabulary Instruction That Works Zaner-Bloser G.U.M. (Daily Bellwork) Suggested Independent Readings: Little Women, The House on Mango Street, The Prince and the Pauper, The Great Fire, Fahrenheit 451 Weeks 7-12
feelings, actions, and spoken words. fictional account to see how authors sometimes alter or change history in a literary text. I can analyze how authors use or alter historical facts to develop their own fictional stories. of others mentioned or implied in the text. I can contrast how the author distinguishes his/her position from that of others. soundness of evidence used to support claims in a text. I can evaluate the argument and specific claims in a text. research and investigation. I can several sources to conduct short research projects that answer a question and generate additional questions for further research and investigation. I can assess the credibility and accuracy of sources. I can quote or paraphrase the data and conclusions of others avoiding plagiarism. I can establish and maintain a formal style. I can provide an appropriate concluding statement that follows from and supports the argument presented. Note: Speaking & Listening Standards with emphasis on “Presentation of Knowledge & should be included here for speeches/debates. Critical Vocabulary Perseverance External Conflict Internal Conflict Generalization Author’s Style Author’s Purpose Literary Devices Criticism Elaboration Critical Vocabulary Biography Autobiography Biographical Sketch Memoir Author’s Voice Author’s Viewpoint Bias Critical Vocabulary Epitome Bio-Poem Prose Impromptu Diction Imagery/Tone Figurative Language Skit Line Denotation Connotation Critical Vocabulary Claims/Counterclaims Accuracy Reliability Evidence Citation Research Steps Formal Language Document Mass Media Native Speaker Critical Vocabulary Relevant/Irrelevant Plagiarism Quotations Paraphrase Formal Style Formal Speech Organization & Unity Bibliography Body Language Eye Contact Nonverbal Cue Gesture Pitch/Intonation Citation Style Organization & Unity Critical Vocabulary Podcast Essay/Report Speech/Debate Argumentation Informal Language Viewpoint Juxtaposition Sound Reasoning Thesis Statement Research Paper Resource Material Restatement
Robert “The World Is Not a Pleasant Place to Be” by Nikki Giovanni; “To You” by Langston Hughes). Explain how rhyme and sound repetition influences a verse or stanza of a poem. Use Read Write Think lesson to demonstrate how cause and effect can be used in a poem Have students create a poetry notebook of terms, notes, and written research if necessary). Cite specific examples to support explanations. Read and discuss the narrative elements of the poem “The Highwayman” Watch the video and compare the two versions Have students analyze the poem a guided worksheet; and discuss the organizational pattern of cause and effect, story elements used in narrative poetry, setting connection to tone/mood, etc. Read aloud the poem “The Charge of the Light Brigade” and ask discussion questions (e.g., elements of a story, historical setting, organizational strategies used, point of view, tone, theme, use of sheets by making inferences. Listen to songs and discuss the lyrics and their relationship to poetry. Read the song lyrics of “The Star Spangled Banner” and the poem “The Blue and the Gray” then ask analysis questions (historical setting, characterization, sequence of events) Watch Flocabulary video and have students create a rap to present to the class. Revisit narrative poetry: Divide students into three groups and give each one of the Frankenstein poems to read and analyze. Then have groups compare the poem with excerpts from Mary Shelley’s famous Frankenstein novel Ask student groups to watch video clips Brainstorm a list of seasonal words and have students write their own Haiku. Use newspapers to create Found poems (tell students to use creative expression and descriptive words). reading poems of various forms and structures, students choose one of the poems and respond to the following prompts: How does the structure of the poetry contribute to its meaning in a different way than then structure of prose? What does the poem reveal about the author? Explain production techniques (such as lighting, sound, color, camera focus, angles) and how they effect the meaning of the work Read aloud the drama “A Christmas Carol” discussing the elements and concepts of drama. Finish the drama “A Christmas Carol” and discuss the differences between story elements and the elements of drama. purpose, and support of claims: Use “Before and After with Evidence” to give student the opportunity to do a visual of their “before” and “after” learning along with evidence to support their claims.
figurative language, purpose, meaning). associated to their poem then compare and discuss their findings with the class Balanced Assessment: Formative Weekly Reflections Poetry Notebooks Class Discussion Questioning Graphic Organizers Reader’s Notebook Written Poems Summative Multiple Choice Answer Extended Constructed Response Balanced Assessment: Formative Graphic Organizers Coding the Text Class Discussion Questioning Writes Analysis Journals Summative Multiple Choice Short Answer Extended Constructed Response Balanced Assessment: Formative Response Think-Pair-Share Annotations Discussion Analysis Essay Drafts Group Work Questioning Performance Task Summative Multiple Choice Short Answer Extended Constructed Response Balanced Assessment: Formative Research Notes Charts Group Work Graphic Organizers Peer Partner Discussion Brainstorming Written Poems Questioning Summative Multiple Choice Short Answer Extended Constructed Response Balanced Assessment: Formative Scholastic Worksheets Class Discussion Group Work Performance Task Presentations Questioning Quiz Summative Multiple Choice Short Answer Extended Constructed Response Balanced Assessment: Formative Ebooks Written Poems Graphic Organizers Questioning Discussion Summaries Peer Reviews Charts Student Rubrics Summative On-demand Vocabulary Test Published Informational Resources Needed McDougal Literature (p. 740, 742, 459, 391-394, 191-205) Common Core Curriculum Maps www.adlit.org TeenInk.com Seven Strategies of Assessment for Learning Resources Needed McDougal Literature (p. 305-308, 460, 564-570) Common Core Curriculum Maps TeenInk.com PoemHunter.com YouTube.com Resources Needed McDougal Literature (p. 238-242) Flocabulary website TeenInk.com PoemHunter.com YouTube.com Various poetry Model poems Marzano’s Vocabulary Resources Needed McDougal Literature (p. Poetry.org Common Core Curriculum Maps TeenInk.com PoemHunter.com YouTube.com paper and markers Resources Needed McDougal Literature (p. 746-749, 777, 794-796, 853-855) Common Core Curriculum Maps Drama/Play materials Resources Needed McDougal Literature (p. R47-50) BigUniverse.com Seven Strategies of Assessment for Learning (Handout, page 250) Gift of the Magi set Various photos Drama/Play materials
(Handout, page 251) PoemHunter.com YouTube.com PowerPoint of key terms Various poetry books Model poems Marzano’s Vocabulary Instruction That Works “You’re the Teacher” CD Editing Various poetry books Model poems Marzano’s Vocabulary Instruction That Works “You’re the Teacher” CD Editing Instruction That Works “You’re the Teacher” CD Editing Various “Classic Poets” informational passages Class set of a variety of poems (different structures/forms) Class set of newspapers Variety of song lyrics Marzano’s Vocabulary Instruction That Works “You’re the Teacher” CD Editing PowerPoint Marzano’s Vocabulary Instruction That Works “You’re the Teacher” CD Editing Lesson Plans KCAS Appendices Common Core Curriculum Maps Marzano’s Vocabulary Instruction That “You’re the Teacher” CD Editing Weeks 19-24 Unit 4 Topic: Survival in the Wild COMMON CORE Standards that are addressed as Standards throughout weeks 21-24:
I can analyze several pieces of text to determine what it explicitly says. I can formulate inferences (guesses based on reading) from textual evidence (word for word support). I can describe similarities and differences of various media portrayals of subjects (texts, audio, video, multimedia). paragraphs, chapters or sections contribute to the main idea of the text or to the development of the main idea. I can cite resources that support analysis of a text. I can analyze how the audio, video, multimedia version of various texts portrays the subject (e.g., how the delivery of a speech affects the impact of the words). different evidence or different interpretations of facts. I can analyze how the authors of two or more shape their ideas by emphasizing different evidence or different interpretations of facts. from and supports the argument presented.
Critical Vocabulary Persuasive Techniques Positive Connotation Negative Connotation Brochures Rhetorical Strategies (Ethos, Pathos, Logos) Bandwagon Propaganda Repetition Glittering Generality Loaded Words Snob Appeal Testimonial Expert Opinion Transference Celebrity Endorsement Critical Vocabulary Critical Vocabulary Hyperbole Simile Metaphor Rhetoric Question Analogy Symbolism Alliteration Pun Irony Flashback Flash forward Slogan Logo Jingle Slanted Material Critical Vocabulary Endorsement Statistics Understatement Overstatement Fact/Opinion Cause/Effect Target Audience Audience Awareness Emotional Appeal Logical Appeal Appeal to Authority Stereotype Subliminal Message Bias Critical Vocabulary Broadcast Broadcasting Advertisement Radio Commercial TV Commercial Magazine Ad Online/Web Ad Billboard Mail Flyers Newspaper Ad Pamphlet Scripts Scriptwriter Copyright Opposing Viewpoint Critical Vocabulary Recorded Performance Perspective Logic Multimedia Presentation Page Layout Producer Film Director Prompts Programming Public Audience Public Opinion Trend Sales Technique System Verbal Cue Viewer Perception Visual Aid Voice Inflection Critical Vocabulary Argumentation vs. Persuasion Valid/Validity Alter/Shape Contradict Contradiction Rebuttal Refute/Dispute Pros/Cons Counterargument Stance Logical Argument Suggested Strategies/Activities Create an electronic wall for vocabulary words and have online collaboration and brainstorming Use a PowerPoint presentation to discuss persuasive with example advertisements. Suggested Strategies/Activities Discuss literary devices used with persuasion and have students add terms to their notebooks. YouTube videos “Persuasive Advertising” and “Persuasive Elephants” then discuss the Suggested Strategies/Activities Discuss the societal factors that affect advertising and how ads change with times. Show the history of Coca-Cola commercials and ask students to explain why they think these have changed so Suggested Strategies/Activities Discuss trying to persuade your point of view using argumentation (differences between the two techniques). Create argument charts Have students create a teen pamphlet for a rally issue focusing on Suggested Strategies/Activities Have students perform their commercials, record, and show to the class “Persuasion is all around you” activity – have students use newspapers and magazines to locate ads and identify Suggested Strategies/Activities Use the interactive persuasion map to assist students in organizing their arguments (lends itself to the elements of argument rather than persuasion): Have students write an argumentative essay that presents
Conduct a “Fishbowl” discussion of terms with examples for each technique. Share photos of places like Costa Rica, Hawaii, Rocky Mountains, Andes, Alaska, etc. Have students brainstorm descriptive words with a positive connotation. Discuss how advertisers use like these to persuade their audiences. Have students create a travel brochure of a known or imaginary place using positive connotative, descriptive words. Watch TV commercials and have students identify and evaluate the use of techniques. Create word clouds using “Wordle” persuasive presentation techniques used in the videos. Have students complete the “Don’t Buy It” online activity from PBSKids.org Commercial Dig activity have students commercials (TV, radio, or online) listing the product, time of the commercial, target audience (and how they know), techniques used (and explain why they think these were used). Ask students why businesses target teens? Have them write journal reflections. drastically over time (including the techniques used) Perform a blind taste test using brand and generic products. Have students make comparisons of quality and in association with advertising. Agree/Disagree activity – make a statement (e.g., “Brand name products are always best”) and have students choose a side then post their reasoning. America is a beautiful land, yet it is subject to all manner of natural disasters, from tornadoes in the Midwest to hurricanes in the Southeast, blizzards in the Northeast to earthquakes in the West. Think about one of these natural disasters that you their stance and addressing the opposing viewpoint Divide students into groups and assign of advertising agency. Tell them to create a full campaign for a product of choice scripts for radio commercial and record performances (have audience evaluate using a rubric) Create a full-page magazine ad for product choice focusing on effective techniques Write scripts for TV commercial and record performances (have audience evaluate using a rubric) Create a mini billboard for product choice focusing on appropriate techniques for the type techniques and audiences. Have students respond to the question of why advertising is so effective and how it effects family decisions Use a to revisit perspective and to analyze and compare differing perspectives: their argument with evidence and addresses the counterargument. Have students create a Web Page Ad for an imaginary product Analyze arguments debates:
I CAN STATEMENTS: I CAN STATEMENTS: I CAN STATEMENTS: I CAN STATEMENTS: I CAN STATEMENTS: I CAN STATEMENTS: Critical Vocabulary Critical Vocabulary Critical Vocabulary Critical Vocabulary Critical Vocabulary Critical Vocabulary Suggested Strategies/Activities Suggested Strategies/Activities Suggested Strategies/Activities Suggested Strategies/Activities Suggested Strategies/Activities Suggested Strategies/Activities Balanced Assessment: Formative Summative Balanced Assessment: Formative Summative Balanced Assessment: Formative Summative Balanced Assessment: Formative Summative Balanced Assessment: Formative Summative Balanced Assessment: Formative Summative