Ela prep Lesson Plans for 8/24/15 8/28/15

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W.RC.6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

W.MCC.1.1.a, d, f, i

Write arguments that:

a. introduce claims, acknowledge and distinguish the claims from alternate or

opposing claims, and organize the

reasons and evidence logically;

d. use an organizational structure that

provides unity and clarity among claims,

counterclaims, reasons, and evidence;

f. develop and strengthen writing as needed by planning, revising, editing, rewriting;

i. provide a concluding statement or section that follows from and supports the argument.

1. 
   TSWBAT read on level, comprehend the text, and respond critically to it during SSR and the reading assessment with the teacher.
   
2. 
   TSWBAT write an argumentative essay that effectively portrays his or her thoughts and perspective on community and how that can influence the community of the classroom and/or society.
   

1. 
   Read for ten minutes.
   
2. 
   Meet with students to review sticky notes and to read short passages to assess reading levels.
   
3. 
   Begin drafting argument essay.
   

**Take up 4^th period’s books.

8/25

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1. 
   Clock buddies activity
   
2. 
   Finish writing essay as Mrs. McDonald meets with students one-on-one.
   
3. 
   Peer review twenty minutes before the bell.
   

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W.MCC.1.1.f Develop and strengthen writing as needed by planning, revising, editing, and rewriting.

1. 
   #2 from Monday’s LP.
   
2. 
   TSWBAT interact and collaborate with peers and the teacher to develop and strengthen his or her argument essay.
   
3. 
   TSWBAT develop and strengthen his or her writing as needed by planning, revising, editing, and rewriting.
   

1. 
   Read for 10 minutes.
   
2. 
   Finish peer reviewing if need be.
   
3. 
   Revise paper and proofread. The paper is due tomorrow (Thursday).
   
4. 
   Conference with Mrs. McDonald individually as the class revised and proofreads.
   

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5.W.L.4.1.a When writing, show knowledge of the function of conjunctions, prepositions, and interjections.

W.RC.6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain specific tasks, and for a variety of purposes and audiences.

C.MC.1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.

C.MC.1.2 Participate in discussions; share evidence that supports the topic, text, or issue; connect the ideas of several speakers and respond with relevant ideas, evidence, and observations.

C.MC.1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.

2) TSWBAT determine the themes, analyze the tree’s character, and recognize personification in The Giving Tree.

1. 
   Turn in your argument essay.
   
2. 
   Pre-assessment on adjectives and verbs
   
3. 
   Mini-lesson on adjectives and verbs
   
4. 
   Formative assessment on mini-lesson
   
5. 
   The Giving Tree read aloud
   
6. 
   Class discussion: theme, the tree’s character, give and take/sacrifice, and personification)
   
7. 
   Closing activity: Write a short response on the people who are the “giving trees” in your life.
   

demonstrations, essay choice

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1. 
   TSWBAT classify statements according to the three ways of thinking on the quiz.
   
2. 
   TSWBAT analyze “Harrison Bergeron” and use textual evidence to support his or her thematic analysis.
   

1. 
   Read for 10 minutes.
   
2. 
   Quiz on the three types of thinking.
   
3. 
   Read “Harrison Bergeron” aloud to the class. (The students will follow along with the text if possible.)
   
4. 
   Class discussion: Equality is not about equal skills but equal importance and equal opportunity. Also, the themes of power and resistance will be considered.