Objectives:
Students will be able to... 1. Prepare for the performance assessment by learning about CEEL paragraph structure 2. Recognize how to make a claim and how to back up their claim using evidence and reasoning when writing. 3. Begin preparing to write their essay by using a CEEL graphic organizer to organize their ideas. Standards: RI 6.1 - Cite evidence RI 6.2 - Determine the central theme or main idea Do Now: (10 minutes) See PowerPoint Whole Group: (15 minutes) Introduction to CEEL paragraph structure Stations: (25 minutes each) Collaborative Station: Students will work together in groups to identify and highlight each aspect of CEEL in sample paragraphs that are given to them. For each paragraph, each student in the group will focus on one element of CEEL and search for that evidence. Afterwards, they will discuss as a group what they found. For each paragraph, students will switch roles so each member of the group has practice findings all parts of CEEL. Independent Station: Students will be practicing making claims and using evidence and explanations on their own. To do this, they will complete two online activities. Follow the directions below to get started:
Individual: (30 minutes) Once all students have been through both stations, Mr. Williams will pass out a graphic organizer to help students start making organizing their own CEEL paragraphs to answer the unit question "How does fear affect the body?" He will model how the graphic organizer should be filled out, then he will give students the rest of the time to continue filling it out on their own. Exit Ticket: (10 minutes) See PowerPoint
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Objectives: Students will be able to... 1. Gather additional evidence about how fear affects the body to prepare for the performance assessment. 2. Capture important ideas from a variety of information, including texts and videos. Standards: 1. RI 6.2 - Determine the main idea or central theme of a text. 2. RI 6.1 - Cite evidence. Do Now: (10 minutes) On the laptops, go to this website and begin reading the passages. Once you've read the passage, choose which main idea best matches the paragraph. Once you answer, a new passage will appear. Complete as many questions as you can before Mr. Williams tells you to stop. Whole Group: (15 Minutes) Mr. Williams will quickly introduce the CEEL paragraph structure in preparation for next week's performance assessment. We will be doing more with CEEL and other writing organization activities next week before we start writing our essays. Collaborative: (30 minutes) Students in the collaborative group will be working with Mr. Williams to continue preparing for the upcoming performance assessment by revising and adding to our "Fears and Phobias" evidence Graphic Organizer. Individual: (45 minutes) Students in the individual station will finish working on the "Wired for Fear" video that we started on Tuesday. Students should watch the video and then make sure that they answer the following questions in their notebook:
Once you have finished the video and the questions, take out the Close Reader and turn to page 13. Read the article and answer the questions that are asked in the book. As you are reading, look for more evidence about how fear affects the body that could be helpful to include in your essay next week. Once you've finished the Close Reader, you may log in to Summit and start working on the English or History playlist. Exit Ticket: (10 minutes) See PowerPoint. Homework: Prepare for notebook checks tomorrow. If you are missing anything on the checklist sheet, make sure you add it to your notebook before tomorrow or you will lose points. If you lost your paper copy of the notebook checklist, I can be found here. Objectives:
Students will be able to... 1. Prepare for the end-of-unit assessment by finding and citing textual evidence for how fear affects the body. 2. Summarize "Fears and Phobias" in one or two paragraphs. Standards: 1. RI 6.1 - Cite textual evidence 2. RI 6.2 - Determine the central theme or main idea Do Now: (10 minutes) See PowerPoint Whole Group: (10 minutes) Word study Collaborative: (15 minutes) 1. If you haven't already finished, work with your partner to find specific pieces of evidence about how fear affects the body in "Fears and Phobias." You should have at least one piece of information written down from each of the line groupings I gave to you. Individual: (60 minutes) Once you've finished collecting evidence from "Fears and Phobias" with your partner, you must complete two activities by yourself: 1. You should have written a summary of "Fears and Phobias" for homework. Your summary will be worth a lot of points, and I will be grading it very strictly. Because of this, I want you to make sure your summary is your best work. If you're already finished, look at your summary again and make sure it includes all of things I am expecting. Your summary should include the following:
Unlike your notes, the summary should be written in complete sentences, paragraph form. Make sure you use specific examples and evidence from the text. If you include all the necessary information, your conclusion should be 1-2 paragraphs. Once you've feel like your summary is the best it can be make sure you have Mr. Williams look at it before you turn it in. He will tell you if you need to fix anything to make sure you get a good grade. 2, After completing the summary, get on a laptop and watch this video. After watching the video, answer the following questions:
Exit Ticket: (10 minutes) See PowerPoint Homework: 1. Turn in your "Fears and Phobias" summary by the end of class. 2. Remember that your spelling test corrections are due on Thursday. 3. If you did not finish the "Fears and Phobias" evidence graphic organizer, you must complete the rest for homework. |
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June 2018
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