Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will 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 Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish drafting their books. Note: At this point any student who is not almost finished drafting is falling behind.
- Students will turn in their research worksheets today.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will 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 Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish story mapping their books.
- Students will begin drafting their books.
Resources:
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.
