MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY OPENING LEARNING INTENTIONS (What the students should KNOW and be able to DO – STANDARDS/ELEMENTS) Students will apply knowledge of: Rules and Expectations Routine Writing (Short Journal or Quick Write) Collaborative discussions with diverse partners Students will apply knowledge of: Rules and Expectations Determine the meaning of unknown words Students will apply knowledge of: • A personal narrative • The writing process Student will apply knowledge of: The writing process Writing a hook Writing a thesis Statement Introduction paragraph Unit 3 Pretest BULD COMMITMENT AND ENGAGEMENT (HOOK) Do Now: Fill out an information sheet or Quick Write: How you have changed since entering middle school. Opening: Introduction of Teacher/ Ice Breaker Do Now: Read: Studies show that a student will have to be exposed to a word 17x to comprehend it Opening: Quick Write: When you hear the phrase 12 Powerful Words, will this phrase help in you with reading and writing? If applicable, collect any homework. Review classroom rules and expectations. Answer any questions or concerns Do Now: Students will work independently or with a partner on 12 Words matching Flash Cards (maybe difficult for struggling students) Opening: Review 12 Powerful words and go over flash card Write on the board: A true story about something that happened to you is called a personal __________________. Any writing piece must go through the steps of the Answer : Narrative, Writing Process Do Now: Complete the 12 Powerful word worksheet. (see 12 Words Crossword) or Opening: Teacher lead class discussion by asking students what strategies they use when choosing a book to read. Some examples might include looking at the cover, reading the back of the book, and reading the first few lines or the first few pages. Unit 3 Pretest
CLOSING INDEPENDENT PRACTICE (What the students are doing while the teacher is working with small groups) N/A Student will: watch 12 Powerful Words Song or Power Point (see 12 Words PPT) watch it again and take notes; writing down the definitions for each word create Word Map or Word Meaning for each word (see graphic organizer: Word Map or Word Meaning) Student will: take notes use Writing Process Choice sheet start pre-writing Students will: create a thesis statement for their All About Me writing assignment using their pre-writing from the previous day. Unit 3 Pretest CLOSURE Name one expectation you will have in this classroom? How will you abide by the classroom expectations? What action(s) or consequence(s) should happen if expectations are not meet? How do I effectively compare and contrast my life to my peers? Why are the 12 Powerful Words important? When I increase my vocabulary, I…? Why is the writing process important? What is the purpose of pre-writing? Which pre-writing strategy did you use? Explain? What are some strategies for creating a thesis statement? Explain the purpose of a hook. What questions or concerns do you have so far? Unit 3 Pretest HOMEWORK Bring required materials and have parents sign any documents given by the instructor Study for spelling test and complete vocabulary maps Complete pre-writing activity Study for spelling test Study for spelling test Create a hook for your All About Me writing assignment Study for spelling test