Trousdale County Schools Focused Lesson Plan 2015-16

Teacher: Miss Walczyk / Unit Name: Argumentative Writing and Informational Texts
Unit #: 3 / Unit Length: 6 weeks
Week: 16 / Week __6__ of ___6___
Subject: RLA
Tennessee State Standard(s) to be taught: (Write the entire standard)
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
W.8.1- Write arguments to support claims with clear reasons and relevant evidence.
W.8.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.8.8- 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.
W.8.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
I Can Statements :
ü  I can delineate and evaluate the argument and specific claims in a text.
ü  I can assess if evidence is relevant and sufficient to an argument.
ü  I can write an argument to support a claim.
ü  I can effectively respond to conflicting viewpoints.
ü  I can cite evidence to support a claim.
ü  I can determine a central idea of a text.
ü  I can analyze the development of a central idea over the course of a text.
ü  I can analyze the impact of word choices on tone.
Accommodations for students, both regular and special populations :
Redo opportunities
Extra time
Peer tutoring
Unit Vocabulary:
Thesis
Counterclaim
Argument
Claim
Textual Evidence
Author’s Purpose
Central Idea
Inference
Analysis
Credibility
Daily Agenda / Resources, Technology, Formative and/or Summative Assessments, Assignments, and a Daily Activity for citing text based evidence in conversations and/or writing
Monday
Ø  Bell Ringer
Ø  “Brain Birds”
v  Read aloud text to students. Have students highlight any vocabulary they don’t know. They will annotate the text using pre-determined “code it” symbols.
o  Discuss vocabulary and context clues.
v  Students will write to an extended response question, using textual evidence to support their answers. Some students will share their work over AppleTV, allowing the class to give glow and grow comments on their writing and evidence.
v  Discussion over the central idea and the soundness of the author’s argument. / “Brain Birds”
Engageny.org
iPads
Student Responses
Glow and Grow
Discussion
Tuesday
Ø  Bell Ringer (Micatime on iPads)
Ø  “A Soft Spot for Crows”
v  Read aloud text to students. Have students highlight any vocabulary they don’t know. They will annotate the text using pre-determined “code it” symbols.
o  Discuss vocabulary and context clues.
v  Students will write to an extended response question, using textual evidence to support their answers. Some students will share their work over AppleTV, allowing the class to give glow and grow comments on their writing and evidence.
v  Discussion over the central idea and the soundness of the author’s argument. / Micatime.com
iPads
“A Soft Spot for Crows”
Engageny.org
iPads
Student Responses
Glow and Grow
Discussion
Wednesday
Ø  Bell Ringer
Ø  “Brain Birds” and “A Soft Spot for Crows”
v  Students will need to reread the two texts to answer the following prompt: “In ‘Brain Birds’ and ‘A Soft Spot for Crows’, are the authors’ attitudes toward crows and ravens positive or negative? How do the authors convey their views? Use examples from both articles to support your response.” / “Brain Birds”
“A Soft Spot for Crows”
Engageny.org
Student Essays
Thursday
Ø  Bell Ringer (Micatime on iPads)
Ø  “Brain Birds” and “A Soft Spot for Crows”
v  Using highlighters, students will highlight a partner’s thesis statement, transition words, textual evidence, and elaboration. Based on the highlights, students will give their partners Glow and Grow comments on what could be done to improve the essay.
v  Students will have a chance to revise their essays for a better grade based on their partners’ comments. / Micatime.com
iPads
“Brain Birds”
“A Soft Spot for Crows”
Engageny.org
Glow and Grow
Friday
8th Grade Field Trip-- TTU!

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