MAP Review - Sentences, Day 4

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 quiz on common sentence errors.
2. Students will take the post-test on sentence types, errors, and context clues. Students who earned at least an 85% on both MAP review post-tests will have a free day in class on Monday.

MAP Review - Sentences, Day 3

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 common sentence errors.
2. Students will participate in several review activities (this will take two days).

• Note: Students who pass the post-test with a minimum grade of 85% will earn a free day on Monday. Students who do not make the minimum grade for the free day will work in small groups with the teacher.

MAP Review - Sentences, Day 2

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 common sentence errors.
2. Students will participate in several review activities (this will take two days).

• Note: Students who pass the post-test with a minimum grade of 85% will earn a free day on Monday. Students who do not make the minimum grade for the free day will work in small groups with the teacher.

MAP Review - Sentences, Day 1

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 sentence errors.
2. Students will complete a pre-test over sentence types, errors, and context clues. Note: We will grade this in class.

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

Winter Holiday Research Unit, Day 2

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 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 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

Teacher Resources

• Procedures
  

Winter Holiday Research Unit, Day 1

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 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 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:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes on plagiarism.
3. As a class we will review MLA handout.
4. Students will choose a research topic (a winter holiday from around the world).
5. Students will begin conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Mini Research Activity, Day 3

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. 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:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
3. 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. 
4. Time permitting, students will take notes on plagiarism.

Mini Research Activity, Day 2

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. 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:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
3. 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. 

Mini Research Activity, Day 1

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. 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:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review techniques for online searches using search engines.
3. Students will choose a research topic from the teacher provided list.
4. Students will  begin researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
5. 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. 

Note Taking Strategies, Day Two

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. 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:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review summarizing and different graphic organizers for note-taking.
3. 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.
4. 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.  
5. 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. 

Argumentative Essay, Revision and Editing Day

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to 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 be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can write arguments.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write formally.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will identify examples of gerunds and gerund phrases on quiz.
2. Students will exchange papers with a classmate to complete a revision and editing activity. (Extra credit will be awarded to those students who come to class with a completed draft ready for today's assignment.)

Resources:

• Class Calendar

Rubric:

• Argumentative Essay -Student Version

Argumentative Essay Drafting, Dqy 2

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to 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 be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can write arguments.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write formally.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will identify examples of infinitives and infinitive phrases on worksheet.
2. Students will compose a draft of their argumentative paper.

• Bell work quiz over verbals (gerunds and infinitives) will be taken in class tomorrow!

Resources:

• Class Calendar

Rubric:

• Argumentative Essay -Student Version

Argumentative Essay Drafting, Day 1

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to 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 be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can write arguments.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write formally.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will identify examples of gerunds and gerund phrases on worksheet.
2. Students will compose a draft of their argumentative paper.
3. Introduction paragraphs are due at the end of class.

Resources:

• Class Calendar

Rubric:

• Argumentative Essay -Student Version

Debate Prep., Day 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• understand others' perspectives.
• present claims logically.
• include relevant evidence for and against an argument.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a bell work quiz over types of verbs (action, linking, and helping verbs).
2. Debate team selection.
3. Debate topic/position selection.
4. Choose who will prepare the opening and closing statements for each debate team. 

Make-Up Work Day

Due to the large number of students who will attending the honor roll skating trip, we will be having a make-up work day in class today. 

Task List:

1. Working as a table group students will complete three verb shape puzzles.
2. Students will work any missing work for my class and other classes.

Writing Arguments, Part 2

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Acknowledge and distinguish the claim(s) from alternate or opposing claims.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define counter-argument.
• create a strong claim.
• present claims logically.
• include relevant evidence for and against an argument.

IPI: Level 3
Bloom's: Level 4

Task List:

1. Work as a table group to complete a verb shape puzzle.
2. Notes over counter-argument.
3. As a table group, write five counter-arguments in opposition to  the claim provided by the teacher.

Writing Arguments, Part 1

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Introduce claim(s) and organize the reasons and evidence logically.
3. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• define argument.
• create a strong claim.
• present claims logically.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a worksheet over helping verbs and verb phrases. We will go over it once everyone has finished.
2. Notes over argument.
3. As a table group, write five reasons to support the claim provided by the teacher.

Resources:

• Argument Guided Notes

Debate Introduction

Objectives:

1. Use different types of verbs to complete/correct sentences.
2. Prepare for and participate appropriately in a debate.

Essential Skill: 

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• use verbs in multiple forms.
• prepare for a discussion.
• follow rules for a discussion.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Complete a worksheet on action and linking verbs; we will go over them once everyone has finished.
2. Teacher presentation over debate expectations and procedures.