Learning Target: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Target: I can use technology to publish a proficient piece of writing which matches the writing rubric.
Learning Target: I can draw evidence from literary texts to support analysis and research.
Learning Target: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Learning Target: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standards: W.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standards: W.6-8.4 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Standards: W.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards: W.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Standards: W.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Instructional Method/Strategy: 1) Bell ringer Definition of coherent writing 2) Storyboard/plot diagram Reviewed layout of board and diagram in order to have students draft their third piece of choice writing 3) Provided drafting time for writing of third piece 4) Sharing from Authors Chair
Instructional Method/Strategy: Utilize computers in library/media center to publish poems, personal encyclopedias, and third piece of writing (a choice piece short story, Red Ribbon essay, poem, or speech, primarily based on previous journal writings)
Instructional Method/Strategy: 1) Bell ringer/quick write: On individual Post-It notes, write specifics of HOW you utilized your computer time for publishing AND which three of your writing pieces will be published by the end of the nine weeks 2) View Random Acts of Kindness video, and respond with three connections, pieces of interest, or Instructional Method/Strategy: 1) Bell ringer/quick write: In your Creative Writing Journal, respond to the following quote: Writing is a way of talking without being interrupted. What do you think the French author, Jules Renaud, meant by this? Explain in thorough, complete sentences.
Instructional Method/Strategy: 1) Topic Journals 2) Continue to work third and final choice piece, including the Red Ribbon Essay, a short story, a speech, or a poem based on previous writings in Creative Writing Journal
relationship to 7 Habits 3) Share responses as whole group 4) Close reading of the memoir Blue Lake, including annotating for interesting or unrecognized vocabulary, connections, and questions 5) Writing time for working on drafting and revising third writing piece Modification: Students given choice of completing publishing of previous piece or continuation of current short story, which may or may not be word- processed
Modification: Students given choice of completing publishing of previous piece or continuation of current short story, which may or may not be word- processed; technology assistance and extended time as needed and appropriate Modification: Students provided with additional supports, including peer aids/partners and continued prompting and cueing, to complete activity; allowed to return to writing of choice, the short story, essay, or poem Modification: Students provided with additional supports, including peer aids/partners and continued prompting and cueing, to complete activity; allowed to return to writing of choice, the short story, essay, or poem; sharing story with group
Modification: Continued work of choice, the new short story which will comprise the final piece; additional time as needed and appropriate, in addition to writing in Topic Journals Vocabulary: Storyboard Plot Diagram Narrative
Assessment: Annotated and highlighted memoirs Assessment: Annotated memoirs and narratives; rough draft of third piece in Creative Writing Journals Assessment: Initial rough drafts of third piece; sharing of Topic Journals with accountability based on completion of full
writing time and focus on appropriate audience and purpose Resources: Creative Writing Journals; folders; graphic organizers; essays/narratives Resources: Computers; Internet; drafts; Creative Writing Journals and folders Resources: Blue Water memoir; four personal narratives; journals and highlighters Resources: Memoir; narratives; journals Resources: Creative Writing Journals; Topic Journals; memoir and narratives for references
Homework: None
Homework: None
Homework: None
Homework: None
Homework: None (unless rough draft for third and final piece not completed for Mondays publishing date)
I can identify ways that the Five themes of Geography can be used to evaluate and interpret Shepherdsville.
Learning Target:
I can identify ways that the Five themes of Geography can be used to evaluate and interpret Shepherdsville.
Learning Target:
Field Trip to Public Library
Learning Target:
I can identify ways that the Five themes of Geography can be used to evaluate and interpret Shepherdsville.
Standards:
SS-06-4.1.1 Students will USE a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to INTERPRET patterns and locations on Earths surface in the present day. DOK 3
SS-06-4.3.1 Students will DESCRIBE patterns of human settlement in the present day and EXPLAIN how these patterns are influenced by human needs. DOK 2
SS-06-4.2.2 Students will DESCRIBE and GIVE EXAMPLES of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2
Standards:
SS-06-4.1.1 Students will USE a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to INTERPRET patterns and locations on Earths surface in the present day. DOK 3
SS-06-4.3.1 Students will DESCRIBE patterns of human settlement in the present day and EXPLAIN how these patterns are influenced by human needs. DOK 2
SS-06-4.2.2 Students will DESCRIBE and GIVE EXAMPLES of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2
Standards: Standards:
SS-06-4.1.1 Students will USE a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to INTERPRET patterns and locations on Earths surface in the present day. DOK 3
SS-06-4.3.1 Students will DESCRIBE patterns of human settlement in the present day and EXPLAIN how these patterns are influenced by human needs. DOK 2
SS-06-4.2.2 Students will DESCRIBE and GIVE EXAMPLES of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2
Admit slip: CNN student news; students answer question related to the lead story in their Explorer Journals Turn and Talk
Students will go to the library to do research on Shepherdsville in relationship to the Five Themes of Geography (movement, place, human/environment interaction, region, location). Students will use this information to create an informational article.
Exit Slip: Reflection
Admit slip: CNN student news; students answer question related to the lead story in their Explorer Journals Turn and Talk
Formative Assessment: identify and describe the five themes of geography.
Mini-lesson: based on the formative assessment we will discuss confusion of the themes.
Students will begin to shape their information from their research on Shepherdsville into an informational article.
Exit Slip: Reflection
Admit slip: CNN student news; students answer question related to the lead story in their Explorer Journals Turn and Talk
Students will spend some time working on their first drafts of their informational article.
Post it: On the post it write one look for that you want your peer reviewer to address in your paper.
Peer Review: Students will peer review their group papers using the PQP format (Praise, Question, Polish)
Students will edit and revise their first draft.
Exit Slip: Reflection Instructional Strategies:
Turn and Talk; Reflection; group work; graphic organizer (article planner)
Instructional Strategies:
Turn and Talk; Reflection; group work; graphic organizer (article planner)