clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. clarify the meaning of a word or phrase using knowledge of word patterns, origins, bases, and affixes. 7-RI.11.2 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. ________________________________________________________________________________________________ Mapping the Essentials: How do I establish curricular PRIORITIES? Enduring Understanding Not Responsible For (Additional Training Needed) Essential Questions Monday Tuesday Wednesday Thursday Friday What questions gave me trouble on the What questions gave me trouble on the What questions gave me trouble on the How do elements of the story interact? How does setting shape the character and plot
_____________________________________________________________________________________________ Planning for Assessment: What is the EVIDENCE of understanding? Types of Evidence (e.g., diagnostic, formative, and summative assessments such as performance tasks, academic prompts, quizzes/tests, informal checks for understanding, student self-assessments and reflections) Monday Tuesday Wednesday Thursday Friday Unit 3 Unit 3 Unit 3 Read and comprehend a selection, Read and comprehend a selection, _____________________________________________________________________________________ _____________________________________________________________________________________ Activities for Learning: HOW do I teach for understanding? [See below to consider strategies for differentiation and monitoring for understanding as you plan.] Sequence of Learning Experiences and Methods of Instruction Monday Tuesday Wednesday Thursday Friday Lesson Set: Stems 18-19 Skill Development: Test expectations Guided practice: Assistance with Unit 3 pre-test Lesson Set: Skill Development: Test expectations Guided practice: Assistance with Unit 3 pre-test Lesson Set: Skill Development: Test expectations Guided practice: Assistance with Unit 3 pre-test Lesson Set: Vocabulary Skill Development: Discussion of text Guided practice: Text analysis Lesson Set: Journal Skill Development: Discussion of text Guided practice: Text analysis Independent