Nonfiction Picture Books, Day 13

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 working on their finished books. Note: Completed books are due today by the end of the class period. Students will lose 5% of their overall grade for projects that are turned in late.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide
• Conventions Checklist

Nonfiction Picture Book, Day 12

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 working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide
• Conventions Checklist

Nonfiction Picture Books, Day 11

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 working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide
• Conventions Checklist

Nonfiction Picture Books, Day 10

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 working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide

Nonfiction Picture Books, Day 9

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 drafting their books. 
2. Students will begin working on their finished books. Note: Completed books are due on Friday, April 12th.

Resources:

• Book Ideas
• Picture Book Tips
• Scoring Guide

Argument Essay, Day 11

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 establish a strong claim.
• I can use credible sources.
• I can include relevant evidence for and against an argument.
• I can use transitions to clarify relationships.
• I can use a formal style.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will continue typing their argumentative essays. Note: Essays will be due on Wednesday, March 13, 2013!
2. After typing their argumentative essays students will perform a final check of their paper using the rubric attached on the blog. 
3. Students will also go back through their papers identifying sentences that use appositive, participial, and prepositional phrases by changing the text color as follows: red for appositives, blue for participles, and green for prepositions. Note: Students will be required to have two examples of each in their final papers.

Resources:

• Rubric

Argument Essay, Day 10

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 establish a strong claim.
• I can use credible sources.
• I can include relevant evidence for and against an argument.
• I can use transitions to clarify relationships.
• I can use a formal style.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will continue typing their argumentative essays. Note: Essays will be due on Wednesday, March 13, 2013!
2. After typing their argumentative essays students will perform a final check of their paper using the rubric attached on the blog. 
3. Students will also go back through their papers identifying sentences that use appositive, participial, and prepositional phrases by changing the text color as follows: red for appositives, blue for participles, and green for prepositions. Note: Students will be required to have two examples of each in their final papers.

Resources:

• Rubric

Argument Essay, Day 9

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 establish a strong claim.
• I can use credible sources.
• I can include relevant evidence for and against an argument.
• I can use transitions to clarify relationships.
• I can use a formal style.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will begin typing the final copy of their argument essays. Note: Essays will be due on Wednesday, March 13, 2013!

Resources:

• Rubric

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

Winter Holiday Research Presentations, Day 2

Objectives:

1. Students will manage their time wisely.
2. Students will show command of the conventions for standard English.
Students will use technology to publish writing.
3. Students will use technology to collaborate with one another on their project.
4. Students will present a multimedia presentation to the class.
5. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to write using grammatically correct sentence structure.
2. Students will be able to use the information gathered during research to organize a powerpoint presentation.
3. Students will be able to use technology to collaboratively publish writing.
4. Students will record source information using MLA format.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can use technology to publish writing.
• I can speak clearly and use an appropriate volume level when presenting to the class.
• I can listen for infirmation.

IPI: Level 6
Bloom's: Level 5

Task List:

1. Students will identify the subject and/or predicate of examples sentences on the board.
2. Students will finish presenting their holiday research projects.
3. Students will field test three sample Common Core assessment questions.

Resources:

• Rubric

Winter Holiday Research Presentations, Day 1

Objectives:

1. Students will manage their time wisely.
2. Students will show command of the conventions for standard English.
Students will use technology to publish writing.
3. Students will use technology to collaborate with one another on their project.
4. Students will present a multimedia presentation to the class.
5. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to write using grammatically correct sentence structure.
2. Students will be able to use the information gathered during research to organize a powerpoint presentation.
3. Students will be able to use technology to collaboratively publish writing.
4. Students will record source information using MLA format.

I Can Statements:

• I can identify both the subject and the predicate of a sentence.
• I can use technology to publish writing.
• I can speak clearly and use an appropriate volume level when presenting to the class.
• I can listen for infirmation.

IPI: Level 6
Bloom's: Level 5

Task List:

1. Students will identify the subject and/or predicate of examples sentences on the board.
2. Students will present their holiday research projects.

Resources:

• Rubric

Winter Research Unit, Day 6

Objectives:

1. Students will use technology to publish writing.
2. Students will use technology to collaborate with one another on their project.
3. Students will present a multimedia presentation to the class.
4. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to use the information gathered during research to organize a powerpoint presentation.
2. Students will be able to use technology to collaboratively publish writing.
3. 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:

1. We will review MLA citations for websites together as a class.
2. Students will work on preparing their winter holiday presentations. Note: Students must present using either prezi or Google presentations.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Research Unit, Day 5

Objectives:

1. Students will use technology to publish writing.
2. Students will use technology to collaborate with one another on their project.
3. Students will present a multimedia presentation to the class.
4. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to use the information gathered during research to organize a powerpoint presentation.
2. Students will be able to use technology to collaboratively publish writing.
3. 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:

1. Students will work on preparing their winter holiday presentations. Note: Students must present using either prezi or Google presentations.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric