Objectives:
- Students will use technology to publish writing.
- Students will use technology to collaborate with one another on their project.
- Students will present a multimedia presentation to the class.
- Students will create a bibliography (works cited) page for their presentation.
Essential Skills:
- Students will be able to use the information gathered during research to organize a powerpoint presentation.
- Students will be able to use technology to collaboratively publish writing.
- Students will record source information using MLA format.
I Can Statements:
- I can use technology to publish writing.
- I can show relationships between information and ideas.
- I can use technology to collaborate with peers.
- I can cite sources and produce a bibliography.
IPI: Level 6
Bloom's: Level 4
Task List:
- We will review MLA citations for websites together as a class.
- Students will work on preparing their winter holiday presentations. Note: Students must present using either prezi or Google presentations.
Resources:
Objectives:
- Students will use technology to publish writing.
- Students will use technology to collaborate with one another on their project.
- Students will present a multimedia presentation to the class.
- Students will create a bibliography (works cited) page for their presentation.
Essential Skills:
- Students will be able to use the information gathered during research to organize a powerpoint presentation.
- Students will be able to use technology to collaboratively publish writing.
- Students will record source information using MLA format.
I Can Statements:
- I can use technology to publish writing.
- I can show relationships between information and ideas.
- I can use technology to collaborate with peers.
- I can cite sources and produce a bibliography.
IPI: Level 6
Bloom's: Level 4
Task List:
- Students will work on preparing their winter holiday presentations. Note: Students must present using either prezi or Google presentations.
Resources:
Objectives:
- Students will be able to recognize and correct inappropriate shift in verb tense.
- Students will conduct research.
- Students will record and organize information.
- Students will be able to write an unbiased summary of a text.
- Students will be able to record source information using MLA format.
- Students will present a multimedia presentation to the class.
Essential Skills:
- Students will be able to conduct research.
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will record source information using MLA format.
- Students will be able to use the information gathered during research to organize a powerpoint presentation.
I Can Statements:
- I can recognize and correct inappropriate shift in verb tense.
- I can conduct research.
- I can record and organize notes.
- I can write an unbiased summary.
IPI: Level 4
Bloom's: Level 4
Task List:
- Bell work: Students will take a quiz on inapproriate shifts in verb tenses.
- Students will continue conducting research.
Resources:
Objectives:
- Students will be able to recognize and correct inappropriate shift in verb tense.
- Students will conduct research.
- Students will record and organize information.
- Students will be able to write an unbiased summary of a text.
- Students will be able to record source information using MLA format.
- Students will present a multimedia presentation to the class.
Essential Skills:
- Students will be able to conduct research.
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will record source information using MLA format.
- Students will be able to use the information gathered during research to organize a powerpoint presentation.
I Can Statements:
- I can recognize and correct inappropriate shift in verb tense.
- I can conduct research.
- I can record and organize notes.
- I can write an unbiased summary.
IPI: Level 4
Bloom's: Level 4
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will continue conducting research.
Resources:
Objectives:
- Students will be able to recognize and correct inappropriate shift in verb tense.
- Students will conduct research.
- Students will record and organize information.
- Students will be able to write an unbiased summary of a text.
- Students will present a multimedia presentation to the class.
Essential Skills:
- Students will be able to conduct research.
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to use the information gathered during research to organize a powerpoint presentation.
I Can Statements:
- I can recognize and correct inappropriate shift in verb tense.
- I can conduct research.
- I can record and organize notes.
- I can write an unbiased summary.
IPI: Level 4
Bloom's: Level 4
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will continue conducting research.
Resources:
Teacher Resources
Objectives:
- Students will be able to recognize and correct inappropriate shift in verb tense.
- Students will conduct research.
- Students will record and organize information.
- Students will be able to write an unbiased summary of a text.
- Students will present a multimedia presentation to the class.
Essential Skills:
- Students will be able to conduct research.
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to use the information gathered during research to organize a powerpoint presentation.
I Can Statements:
- I can recognize and correct inappropriate shift in verb tense.
- I can conduct research.
- I can record and organize notes.
- I can write an unbiased summary.
IPI: Level 3
Bloom's: Level 2
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will take notes on plagiarism.
- As a class we will review MLA handout.
- Students will choose a research topic (a winter holiday from around the world).
- Students will begin conducting research.
Resources:
No classes today!
Teacher PD Day
Objectives:
- Students will be able to determine a central idea.
- Students will be able to explain how a central idea develops.
- Students will be able to write an unbiased summary of a text.
- Students will be able to summarize a group discussion.
- Students will be able to recognize and correct inappropriate shift in verb tense.
Essential Skills:
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to summarize a text.
I Can Statements:
- I can identify the central idea of a text.
- I can explain how the central idea develops (is supported).
- I can write an unbiased summary.
- I can recognize and correct inappropriate shift in verb tense.
IPI: Level 4
Bloom's: Level 3
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
- Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources.
- Time permitting, students will take notes on plagiarism.
Objectives:
- Students will be able to determine a central idea.
- Students will be able to explain how a central idea develops.
- Students will be able to write an unbiased summary of a text.
- Students will be able to summarize a group discussion.
- Students will be able to recognize and correct inappropriate shift in verb tense.
Essential Skills:
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to summarize a text.
I Can Statements:
- I can identify the central idea of a text.
- I can explain how the central idea develops (is supported).
- I can write an unbiased summary.
- I can recognize and correct inappropriate shift in verb tense.
IPI: Level 4
Bloom's: Level 3
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
- Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources.
Objectives:
- Students will be able to determine a central idea.
- Students will be able to explain how a central idea develops.
- Students will be able to write an unbiased summary of a text.
- Students will be able to summarize a group discussion.
- Students will be able to recognize and correct inappropriate shift in verb tense.
Essential Skills:
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to summarize a text.
I Can Statements:
- I can identify the central idea of a text.
- I can explain how the central idea develops (is supported).
- I can write an unbiased summary.
- I can recognize and correct inappropriate shift in verb tense.
IPI: Level 4
Bloom's: Level 3
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will take notes as we review techniques for online searches using search engines.
- Students will choose a research topic from the teacher provided list.
- Students will begin researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
- Students will complete the “Qualities of
Newspaper Articles” worksheet for the newspaper article and then use any of the
graphic organizers introduced to them to take notes on the other 2 sources.
Objectives:
- Students will be able to determine a central idea.
- Students will be able to explain how a central idea develops.
- Students will be able to write an unbiased summary of a text.
- Students will be able to summarize a group discussion.
- Students will be able to recognize and correct inappropriate shift in verb tense.
Essential Skills:
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to summarize a text.
I Can Statements:
- I can identify the central idea of a text.
- I can explain how the central idea develops (is supported).
- I can write an unbiased summary.
- I can recognize and correct inappropriate shift in verb tense.
IPI: Level 4/5
Bloom's: Level 3
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will take notes as we review summarizing and different graphic organizers for note-taking.
- In small groups, the students will read one of two sample articles and take notes by completing one of the note charts presented in class.
- Students will then pair with someone who read the other sample article and share what they learned. Each student should be taking notes over the other article. They should NOT simply be copying the other's notes.
- Time permitting, we will come back together as a class and fill out the chars on the smartboard. Students will correct any errors they have on their charts during this time.
Objectives:
- Students will be able to determine a central idea.
- Students will be able to explain how a central idea develops.
- Students will be able to write an unbiased summary of a text.
- Students will be able to summarize a group discussion.
- Students will be able to recognize and correct inappropriate shift in verb tense.
Essential Skills:
- Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
- Students will be able to summarize a text.
I Can Statements:
- I can identify the central idea of a text.
- I can explain how the central idea develops (is supported).
- I can write an unbiased summary.
- I can recognize and correct inappropriate shift in verb tense.
IPI: Level 4/5
Bloom's: Level 3
Task List:
- Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
- Students will take notes as we review main ideas, topic sentences, and supporting details.
- As a class, we will read a sample article.
- In small groups, the students will complete a note chart by identifying the main idea and supporting details for the article.
- Once the small groups have completed their charts, approximately ten minutes, we will come back together as a class and fill out the chart on the smartboard. Students will correct any errors they have on their charts during this time.
Objectives:
- Students will be able to define and identify examples of the following types of figurative language: alliteration,hyperbole, idiom, simile, and metaphor.
Essential Skill:
- Students will be able to define and identify examples of the following types of figurative language: alliteration,hyperbole, idiom, simile, and metaphor.
I Can Statements:
- I can identify and define figurative language techniques.
- I can listen for information.
- I can manage my time wisely.
IPI: Level 4
Bloom's: Level 2
Task List:
- Students will complete and grade a quiz on figurative language techniques.
- Students will conduct a gallery walk of figurative language examples.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 4
Task List:
- Alphabet Autobiographies are due at the beginning of class today!
- Students will participate in a popcorn style sharing of their alphabet autobiographies.
- Students will participate in a figurative language scavenger hunt activity in partner groups to review for Friday's quiz.
- Students will record one example from their alphabet autobiography for each of the five required figurative language devices on posters for Friday's gallery walk.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 5
Task List:
- Students will complete several practice activities on figurative language techniques.
- Students will participate in a peer review activity. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
- Students will write the final draft of their Alphabet Autobiographies.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 5
Task List:
- Students will participate in a figurative language review.
- Students will finish writing their alphabet autobiographies. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 5
Task List:
- Students will take notes on similes and metaphors.
- Students will complete several practice activities on similes and metaphors.
- Students will write three entries in their alphabet autobiographies using similes, three entires using metaphors, and two using general descriptive language. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 5
Task List:
- Students will take notes on idioms.
- Students will complete several practice activities on idioms.
- Students will write three entries in their alphabet autobiographies using idioms and two entries using general descriptive language. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 5
Task List:
- Students will take notes on alliteration and hyperbole.
- Students will complete several practice activities on alliteration and hyperbole.
- Students will write three entries in their alphabet autobiographies using alliteration and three entries using hyperbole. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to 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.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write an explanatory paragraph.
- I can write descriptively.
IPI: Level 5
Bloom's: Level 4
Task List:
- Students will write a paragraph giving three academic goals for third quarter.
- Students will discuss requirements and brainstorm character traits for their alphabet autobiography. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
Resources:
