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WEEK:
WEEK: January 9, 2016 Teacher: P. Garrett Subject: 6th ,7th , 8th Grade ELA
This weeks standards:
ASSESSMENTS Standards to Address in Unit:
ELAGSE6W1a-e ELAGSE6RI1 ELAGSE6RI7 ELAGSE6RL3 ELAGSE6RL10
ELAGSE6W4 ELAGSE6RI2 ELAGSE6RI8 ELAGSE6RL4 ELAGSE6L2a
ELAGSE6W5 ELAGSE6RI3 ELAGSE6RI9 ELAGSE6RL5 ELAGSE6L2c
ELGSE6W6 ELAGSE6RI4 ELAGSE6RI10 ELAGSE6RL6 ELAGSE6L4a
ELAGSE6W3 ELAGSE6RI5 ELAGSE6L1 ELAGSE67L7 ELAGSE6SL1a-d
ELAGSE6W10 ELAGSE6RI6 ELAGSE6RL2 ELAGSE6L9
ELAGSE7W1a-e ELAGSE7RI1 ELAGSE7RI7 ELAGSE7RL3 ELAGSE7RL10
ELAGSE7W4 ELAGSE7RI2 ELAGSE7RI8 ELAGSE7RL4 ELAGSE7L2a
ELAGSE7W5 ELAGSE7RI3 ELAGSE7RI9 ELAGSE7RL5 ELAGSE7L2c
ELGSE7W6 ELAGSE7RI4 ELAGSE7RI10 ELAGSE7RL6 ELAGSE7L4a
ELAGSE7W3 ELAGSE7RI5 ELAGSE7L1 ELAGSE77L7 ELAGSE7SL1a-d
ELAGSE7W10 ELAGSE7RI6 ELAGSE7RL2 ELAGSE7L9
ELAGSE8W1a-e ELAGSE8RI1 ELAGSE8RI7 ELAGSE8RL3 ELAGSE8RL10
ELAGSE8W4 ELAGSE8RI2 ELAGSE8RI8 ELAGSE8RL4 ELAGSE8L2a
ELAGSE8W5 ELAGSE8RI3 ELAGSE8RI9 ELAGSE8RL5 ELAGSE8L2c
ELGSE8W6 ELAGSE8RI4 ELAGSE8RI10 ELAGSE8RL6 ELAGSE8L4a
ELAGSE8W3 ELAGSE8RI5 ELAGSE8L1 ELAGSE8L7 ELAGSE8SL1a-d
ELAGSE8W10 ELAGSE8RI6 ELAGSE8RL2 ELAGSE8L9
Diagnostic:
Pre-Assessment Unit test 1
STAR
Readtheory.org
.
Formative:
Midpoint assessment Unit 1
Readtheory.org
Summative:
Post Assessment Unit test
Quizizz.com test
Major Unit Concepts
Unit Vocabulary
Practice close reading of both assigned texts and independent text choices.
Exhibit knowledge of what analysis means as compared to summary, paraphrase, or argument from opinion.
Annotate texts as you read, both formally for analytical reference and informally to cement comprehension.
Understand a central idea
Practice constructing objective summaries that are completely free of editorial bias (your opinion)
Use your notes and annotations to physically sort connecting ideas from the text together
Analyze and evaluate common textual features
Analyze and evaluate common organizational structures
Recognize and trace the development of an authors argument, point of view, or perspective in text
Understand and apply knowledge of exploration of counter-claims within an argument or opinion piece
Practice careful and attentive reading of both assigned texts and independent text choices
Read a wide variety of texts, including a variety of styles, genres, literary periods, authors, perspectives, and subjects
Use annotation and note-taking
Choose works from multiple genres, cultures, and historical periods
Consider keeping a notebook of texts read with notes, annotations, and any relevant student work produced
Employ knowledge of appropriate organizational structures for argument writing that include a focus for audience and purpose
Use appropriate transitions for optimal clarity and coherence
Cite appropriately and avoid plagiarism
Use appropriate transitions for optimal clarity and coherence
Develop a clear, coherent text that tells a story or develops an idea
Show awareness of audience and purpose
Use all the steps of the writing process
Produce writing that establishes an appropriate organizational structure, sets a context, and engages the reader
Maintain a focus on audience and purpose throughout Use a formal academic style, as recommended
Cite appropriately, and avoid plagiarism
Use traditional structures for conveying information
Employ appropriate vocabulary, whether that is domain-specific, academic, colloquial, or informal
Practice using multiple steps of the writing process in your writing as often as possible, with special focus on the evolution of your piece between the first and second drafts
Review and maintain your knowledge of the basic grammatical, spelling, capitalization, and punctuation rules of standard English
Maintain a routine writing practice, both within the classroom and independently
Read and study writers whose styles you enjoy and admire
Acquire and maintain adequate keyboarding skills to write effectively within given time frames
Understand the rules of comma
Review and maintain familiarity with rules and patterns of spelling in standard English; correctly spell homophones
Identify and analyze the effects within texts of various types of figurative language
Consider the connotations of various words when determining the authors purpose in employing specific diction
Paraphrase Abstract Inference In-text citation
Central Idea Fact/Opinion Non-Fiction Analogy
Objective Annotation Genre Body
Summary Analysis Tone Introduction
Theme Claim Figurative Language Connotation
Introduction Evidence Comparing Denotation
Supporting Ideas Literary Conclusion Root
Support Transition Topic Sentence Text Structure
Analyze Fiction Hook Audience
Abstract Informational Thesis Counter-claim
Point of view Argument Evaluate Rebuttal
Inference Citation Credible Fallacy
Reflection Format Focus Organizational structure
Prewriting Academic Style Drafting Editing
Publishing Writing Process Peer Revising
Brainstorm Conventions Grammar Planning
Organization Development Fluency Collaborate
Comma Punctuation
MONDAY 1-09
TUESDAY 1-10
WEDNESDAY 1-11
THURSDAY 1-12
FRIDAY 1-13
LEARNING INTENTIONS
(What the students should KNOW
and be able to DO STANDARDS/ELEMENTS)
EQ: How can we reduce conflict in our classroom?
EQ: How can we help our classroom to be successful?
EQ: How can we identify three types of point of view in film, print, and songs?
EQ: How can we identify three types of point of view in film, print, and songs?
EQ: How can identify three types of point of view in film, print, and songs?
Open
Name a book or movie character to which you are similar.
Draw a name from a bag and write a nice message to that person on the whiteboard.
PowerPoint review of pronouns
Students view a picture on the board and describe the characters that they see.
Students look at a board full of doodles. They must use one doodle to create a complete picture.
TEACHER PRESENTATION
(Whole Group Instruction)
Teacher tells students that we are going to work together as a class to achieve our goals, but she needs their help.
Teacher will present assignment, which is What is in your head?
Teacher will use a Power Point presentation to teach students how to highlight pronouns along with thought/emotion words (thought, wholeheartedly, dejectedly, etc.) to determine point of view.
Point of View Prezi presentation: Students will see 3 different video clips and will be asked to determine the point of view of each clip.
Point of view in popular songs.
INDEPENDENT PRACTICE
(What the students are doing while the teacher is working with small groups)
Station 1. What we should do this year walk. Students will walk to stations around the room and answer the following questions using sticky notes.
School is important because
Our classroom should be ________ every day.
What is one of your overall goals for this semester?
What will you need to do in order to achieve that goal?
What can your teachers do to help you to achieve your goals?
Station 2. Students retake STAR reading test and work on either Teach Your Monster to Read or Moby Max.
Station 1. Students draw pictures or cut out pictures from magazines to show what they are thinking about, want, dreaming about, or worried about.
Station 2. Students retake STAR reading test and work on either Teach Your Monster to Read or Moby Max.
Station 3. Students practice independent reading with Ms. Banks.
Station 4: Goals and objectives.
Station 1. Students read short passages on social skills.
Station 2. Students retake STAR reading test and work on either Teach Your Monster to Read or Moby Max.
Station 3. Students practice independent reading with Ms. Banks.
Station 4: Goals and objectives.
Station 5: Twister sight word game.
Station 6: Point of View Prezi
Station 1. Students write the point of view pronouns that they hear in the Prezi video clips.
Station 2. Students retake STAR reading test and work on either Teach Your Monster to Read or Moby Max.
Station 3. Students practice independent reading with Ms. Banks.
Station 4: Goals and objectives.
Station 1: Students will try identifying point of view in popular songs.
Remediation:
Unique Learning
Click
ABC Mouse
Starfall
Tumble Books
Sorting for rhymes and blends
Phonics
Cloze notes
Remediation:
Unique Learning
Click
ABC Mouse
Starfall
Tumble Books
Sorting for rhymes and blends
Phonics
Remediation:
Unique Learning
Click
ABC Mouse
Starfall
Tumble Books
Sorting for rhymes and blends
Phonics
Remediation:
Unique Learning
Click
ABC Mouse
Starfall
Tumble Books
Sorting for rhymes and blends
Phonics
Remediation:
Unique Learning
Click
ABC Mouse
Starfall
Tumble Books
Sorting for rhymes and blends
Phonics
CLOSURE
Name one way that you can achieve your goals.
Give an example of how you can achieve your goals.
Give an example of point of view.
Emoji summary
What still confuses you?
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