Movie Unit, Day 7

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will present their writing prompt responses to the class. Note: No late presentations will be allowed.

Movie Unit, Day 6

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will present their writing prompt responses to the class. Note: No late presentations will be allowed.

Movie Unit, Day 5

6th and 7th hour classes will be taking the acuity test.

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will continue working on their writing prompts; responses are due at the end of class.  Note: Writing prompt responses will be due tomorrow for 6th and 7th hour classes.

Movie Unit, Day 4

6th and 7th hour classes will be taking the acuity test.

Today is the last day any late work will be accepted!!!

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Essential Skill(s):

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use relevant descriptions, facts, and details with reasoning.
• I can use appropriate eye contact, volume and pronunciation.

Task List:

1. Students will finish up the movie.
2. Students will choose one writing prompt to answer based on the movie.

MAP Review -

Objectives:

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
• Form and use verbs in the active and passive voice.
• Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
•  Recognize and correct inappropriate shifts in verb voice and mood.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Spell correctly.

Essential Skill(s):

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I Cans:

• I can demonstrate proper usage of the eight parts of speech in writing and speaking.
• I can use editing strategies.
• I can recognize and correct inappropriate shifts in verb voice and mood.
• I can use capitalization and punctuation correctly.
• I can spell correctly.

Task List:

1. Students will complete a bell work activity on capitalization.
2. Students will complete a pre-test over the eight parts of speech. Note: We will grade this in class; students will not be handed back their pre-test until the end of the review unit.
3. Students will take notes over the eight parts of speech and, time permitting, participate in several guided practice activities.

Nonfiction Picture Books, Day 7

Objectives:

1. 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.
2. 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.
3. 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.  
4. 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.
5. 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.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. 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.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. 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: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. 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:

1. Students will continue story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 6

Objectives:

1. 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.
2. 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.
3. 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.  
4. 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.
5. 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.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. 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.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. 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: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. 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:

1. Students will finish researching their chosen topics.
2. Students will take notes on their chosen topics.
3. Students will begin story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 5

Objectives:

1. 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.
2. 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.
3. 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.  
4. 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.
5. 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.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. 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.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. 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: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. 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:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will continue researching their chosen topics.
3. Students will take notes on their chosen topics.

Resources:

• Scoring Guide

Nonfiction Picture Books, Day 4

Objectives:

1. 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.
2. 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.
3. 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.  
4. 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.
5. 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.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. 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.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. 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: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. 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:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will begin researching their chosen topics.
3. Students will take notes on their chosen topics.

Resources:

• Scoring Guide

Nonfiction Picture Books, Day 3

Objectives:

1. 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.
2. 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.
3. 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.  
4. 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.
5. 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.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. 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.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. 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: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. 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:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will take notes on nonfiction narrative text features.
3. Students will practice identifying n.f. narrative text features.
4. Students will  sign-up for their project topic. Note: All students must be signed up for a topic by the end of class today!

Agument Essay, Day 4

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify prepositions and prepositional phrases in a sentence.
• I can write a thesis statement.
• I can record and organize relevant information.

IPI: Level 4
Bloom's: Level 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Task List:

1. Students will take notes on prepositions and prepositional phrases.
2. Students will begin working on their graphic organizers.

Resources:

• Rubric
• Graphic Organizer Handout

Argument Essay, Day 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Task List:

1. Students will take the participial phrase quiz.
2. Students will finish working on research for their argumentative essay.
3. Students will begin working on their graphic organizers.

Resources:

• Rubric

Argument Essay, Day 2

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Task List:

1. Students will practice identifying participial phrases from example sentences on the board. Note: Participial quiz will be on Friday.
2. Students will turn in their two thesis statements before choosing one topic to pursue.
3. Students will conduct research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Argument Essay, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify participial phrases on a teacher provided worksheet.
2. Students will choose two topics from the list below and write a thesis statement for each one.
3. Students will then choose one of the two topics they wrote a thesis statement for to research and write their argumentative essay about.
4. Students will begin working on research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Murder Arguments, Day 4

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will practice unscrambling sentences with participial phrases from example sentences on the board. 
2. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

Murder Arguments, Day 3

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will take notes on participials and participial phrases and practice identifying them from example sentences on the board. 
2. As a class we will review an example case and decide what charges, if any, to brng against the suspect.
3. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
4. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

Murder Arguments, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. Note: Quiz will be on Tuesday!
2. We will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement based on the class discussion of the case.
4. We will watch a video on ethos, pathos, and logos to introduce the concept to students.
5. Students will complete a worksheet and a question trail on ethos, pathos, and logos.

Murder Arguments, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. 
2. As a class we will review the definition of murder and the requirements for each of the types of murder charges.
3. Time permitting, we will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.

Winter Holiday Research Unit, Day 4

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will be able to record source information using MLA format.
6. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will record source information using MLA format.
4. 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:

1. Bell work: Students will take a quiz on inapproriate shifts in verb tenses.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Holiday Research Unit, Day 3

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will be able to record source information using MLA format.
6. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will record source information using MLA format.
4. 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:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric