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:
- Students will continue watching Hunger Games. Note: Any student without a signed permission slip will not be allowed to watch the movie.
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish 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:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will continue working on their finished books. Note: Completed books are due on Friday, April 12th.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will continue working on their finished books. Note: Completed books are due on Friday, April 12th.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will continue working on their finished books. Note: Completed books are due on Friday, April 12th.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish drafting their books.
- Students will begin working on their finished books. Note: Completed books are due on Friday, April 12th.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish drafting their books. Note: At this point any student who is not almost finished drafting is falling behind.
- Students will turn in their research worksheets today.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish story mapping their books.
- Students will begin drafting their books.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will continue story mapping their books.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Students will finish researching their chosen topics.
- Students will take notes on their chosen topics.
- Students will begin story mapping their books.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Bell Work: Students will practice completing analogies using synonyms and antonyms.
- Students will continue researching their chosen topics.
- Students will take notes on their chosen topics.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Bell Work: Students will practice completing analogies using synonyms and antonyms.
- Students will begin researching their chosen topics.
- Students will take notes on their chosen topics.
Resources:
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Bell Work: Students will practice completing analogies using synonyms and antonyms.
- Students will take notes on nonfiction narrative text features.
- Students will practice identifying n.f. narrative text features.
- Students will sign-up for their project topic. Note: All students must be signed up for a topic by the end of class today!
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Bell Work: Students will practice completing analogies using synonyms and antonyms.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use multiple strategies to organize information.
- I can use charts, pictures, headings, etc. to organize information.
- I can support the topic with facts, details, quotes and/or examples.
- I can develop a point of view.
- I can use transitions to show relationships.
IPI: Level 4/5
Bloom's: Level 3/4
Task List:
- Bell Work: Students will practice completing analogies using synonyms and antonyms.
- As a class we will discuss the picture book requirements and scoring guide.
- Students will complete a dynamic writing prompt. This will be due at the end of the hour.
- Students will sign-up for their project topic. Note: All students must be signed up for a topic by Wednesday!
Objectives:
- Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- Students will gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
- Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
- Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and create cohesion and clarify the relationships among ideas and concepts.
- Students will use precise language and domain specific vocabulary to inform about or explain the topic.
- Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skills:
- Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
I Can Statements:
- I can use descriptive vocabulary and sensory language.
- I can use transitions to show relationships.
- I can support the topic with facts, details, quotes and/or examples.
IPI: Level 4/5
Bloom's: Level 2/3
Task List:
- Bell Work: Students will practice completing analogies using synonyms and antonyms.
- Students will practice dynamic writing in a class activity.
- Students will sign-up for their project topic.
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 4
Task List:
- Alphabet Autobiographies are due at the beginning of class today!
- Students will participate in a popcorn style sharing of their alphabet autobiographies.
- Students will participate in a figurative language scavenger hunt activity in partner groups to review for Friday's quiz.
- Students will record one example from their alphabet autobiography for each of the five required figurative language devices on posters for Friday's gallery walk.
Resources:
Objectives:
- Students will be able to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Students will be able to develop the topic with relevant, well-chosen facts, details, figurative language or other information and examples.
- Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Skill:
- Students will be able to compose a descriptive piece of writing incorporating multiple figurative language techniques including: alliteration, hyperbole, idioms, similes, and metaphors.
I Can Statements:
- I can participate in group/class discussions.
- I can write descriptively.
- I can use figurative language techniques in my writing.
IPI: Level 6
Bloom's: Level 5
Task List:
- Students will complete several practice activities on figurative language techniques.
- Students will participate in a peer review activity. Note: Alphabet Autobiographies will be due at the beginning of class on Thursday, January 10th.
- Students will write the final draft of their Alphabet Autobiographies.
Resources:
