Social Studies – Grade 8 - saisd.net€¦ · Web viewCURRICULUM OVERVIEW. Big Idea Unit Rationale “Mentor texts serve to show, not just tell, students how to write well. They,

English Language Arts – 7th GradeUnit of Study: Preparation for the TAKS Test and SpringBoard: Reading/Writing an Editorial

Third Grading Period Weeks 1 – 7 (Week one is three days.) CURRICULUM OVERVIEWBig Idea Unit Rationale

“Mentor texts serve to show, not just tell, students how to write well. They, along with the teacher, provide wonderful examples that help students grow into successful writers through supportive partnerships . . . Mentor texts are books that are well loved by the teacher and known inside and out, backward and forward. . . They have been revisited many times to help students examine an unusual sentence structure, find the poetry in prose, connect with their own memories, think about how a setting creates a mood, or find the places where an author shows instead of tells.” (Dorfman and Cappelli, 2007)

Dorfman, L.R. & Cappelli, R., (2007). Mentor Texts: Teaching Writing Through Children’s Literature, K-6. Stenhouse Publishers, Portland, Maine.

“As we develop teaching relationships with authors and their work, we will find that certain texts seem to surface as very important to teaching. These are texts that are full of curriculum potential.” (Katie Wood Ray, 2002 in Dorfman and Cappelli, 2007)“In other words, mentor texts help students and teachers continually reinvent themselves as writers.” (Dorfman and Cappelli, 2007)

Dorfman, L.R. & Cappelli, R., (2007). Mentor Texts: Teaching Writing Through Children’s Literature, K-6. Stenhouse Publishers, Portland, Maine.

TEKS TEKS Specificity - Intended OutcomeTEKS 7 The student is expected to

TAKS Objective 1 15A write to express [discover, record] develop, reflect on ideas, and to problem

solve 15B write to influence such as to persuade, argue, and request

15C write to inform such as to explain, describe, report, and narrate

15D write to entertain such as to compose short stories

15E select and use voice and style appropriate to audience and purpose

15G use literary devices effectively such as suspense, dialogue, and figurative language

15H produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording

16A write legibly by selecting cursive or manuscript as appropriate

18C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text

18D revise drafts for coherence, progression, and logical support of ideas

” I CAN” statements highlighted in yellow should be displayed for students.I can:

write for different purposes (15A, B, C, D) use voice and style (15E) include literary devices in my writing (15G) organize my draft to help the reader understand the writing (15H) use effective transitions and precise wording to help the reader understand the

writing (15H) write with good penmanship (print or cursive) (16A) revise by using a strategy: to add, to elaborate, to delete, to combine, and to

rearrange text (18C) revise by recognizing when drafts do not make sense and when ideas are not

supported well. I can reenter the writing to make it better. (18D) support the meaning of written work by using correct capitalization and

punctuation (16B) spell root words and affixes correctly (16C) spell accurately (16D and F) use resources to find correct spellings (16E) write complete sentences and punctuate them correctly (17A) connect ideas with conjunctions (FANBOYS) (17B) use standard English when writing (17C) make writing vivid and precise with adjectives and adverbs (17D) use prepositional phrases correctly in writing (17E)

SAISD © 2008-09 Third Grading Period English Language Arts Grade 7 Page 1 of 13

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Con

cept

sTAKS Objective 2

16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation

16C spell derivatives correctly by applying the spellings of bases and affixes

16D spell frequently misspelled words correctly such as their, they’re, and there

16E use resources to find correct spellings

16F spell accurately in final drafts

17A write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses

17B use conjunctions to connect ideas meaningfully

17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech

17D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise

17E use prepositional phrases to elaborate written ideas

17F use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive

17G write with increasing accuracy when using apostrophes in contractions such as won’t and possessives such as Smith’s

17H write with increasing accuracy when using pronoun case such as “She had the party.”

18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice

18H proofread his/her own writing and that of others

TAKS Objective 3

18C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text

18D revise drafts for coherence, progression, and logical support of ideas

TAKS Objective 4

17A write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses

use verb tenses correctly: present, past, future, perfect, and progressive use possessives and pronoun case correctly (17G and H) proofread and edit drafts (18E and H)

Please note: The same TEKS in TAKS Objectives 1 and 2 appear in TAKS Objectives 3, 4, 5, and 6. The only difference is the manner in which they are assessed.



17B use conjunctions to connect ideas meaningfully

17E use prepositional phrases to elaborate written ideas


TAKS Objective 5

17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech

17D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise

17F use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive

17H write with increasing accuracy when using pronoun case such as “She had the party.”



TAKS Objective 6

16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation

16C spell derivatives correctly by applying the spellings of bases and affixes

16D spell frequently misspelled words correctly such as their, they’re, and there

16F spell accurately in final drafts

17G write with increasing accuracy when using apostrophes in contractions such as won’t and possessives such as Smith’s


Evidence of LearningAlthough the goal is commended performance, 85% of students will meet the minimum expectations on the TAKS test.Students will publish their written work after following the steps of the writing process: prewrite, write, revise, edit, and publish.



English Language Arts – 7th GradeUnit of Study: Preparation for the TAKS Test and SpringBoard: Reading/Writing an Editorial

CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How can mentor text help me get ideas for writing?

How can mentor text help me increase my vocabulary?

Why would I use dialogue in my composition? How can a good lead enhance my writing? Am I using my reader’s notebook? Am I using my writer’s notebook?

Write to express, discover, record, develop, reflect on ideas, problem solve, influence, inform, and entertain. (Grades 4 – 8)

Exhibit an identifiable voice. (Grade 4) Revise drafts be adding, elaborating, deleting, combining, and rearranging text. (Grade 4) Edit drafts for specific purposes (Grade 4) Proofread his/her own writing and that of others. (Grade 4) Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives,

commas in a series, commas in direct address, and sentence punctuation. (Grades 4 – 5) Write with accurate spellings of roots, inflections that change tense and number, suffixes, and prefixes. (Grades 4 –

6) Apply standard grammar and usage. (Grades 4 – 5)

The Teaching PlanWeeks 1

(Three Days) & 2Instructional Model/Teacher Directions:

The teacher will: So students can:Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. Access the Teacher Toolkit through the Curriculum Management System. These documents are not on the department website.Prewriting

Refer to mentor text in the toolkit for ideas for using mentor text as a springboard to writing (Teacher Toolkit: Using Mentor Text as a Springboard to Writing, Mentor Text)

With the students, pick out rich vocabulary and phrases from the mentor text and have students choose a few that they can imitate in this writing.

Using the Topics, Themes, and Prompts strategy, have students choose from several prompts that are generated from the mentor text. (Teacher Toolkit: Topics, Themes, and Prompts)

Ask the students to make a plan for their compositions and discuss it with a partner.

Drafting Remind students to refer to their plan as they write. Model how you do this. Write with students (Teacher Toolkit: Teachers as Writers) giving them sufficient

time to develop their topics in a first draft. Have students “whisper read” their pieces and fix what they need to fix. Ask students to circle words that they are proud of using in their composition.

Highlight some of the students’ sentences by having them write them on sentence strips.

Prewriting(15A, 15D, 18A, 19D)

use the ideas and vocabulary of mentor text to influence their own writing use the words they have been collecting to make their writing more vivid use a graphic organizer to plan their writing

Drafting(15G, 15H, 16A, 18B)

write to increase fluency refer to their prewriting plan as they write.

Sharing(19B)

share writing and know how to react to the writingRevising (18C, 18D, 18H, 18I)

work on inserting dialogue in partners’ compositionsEditing(18E, 19A, 19C)

make a foldable with the capitalization rulesPublishing(18G)

Publish student work. Some ideas include: posting work in hallway, class book, an anthology, reading aloud to class, etc.



Sharing Choose a few students to share with the whole group and model comments that

compliment the writer and the writing, being specific to the writer’s craft in the comments (Teacher Toolkit: Sharing)

Highlight some students who have written great sentences with powerful vocabulary (or anything else you wish to reinforce) by having the student write his or her sentence on a sentence strip and sign it. Post these on the door or another prominent place. Periodically, request that other students read some of the sentences and talk about what that student did well in the sentence.

Revising Teach the students about dialogue (Teacher Toolkit: Dialogue). With a partner, have the students look for places in their compositions for places

to insert dialogue.Editing

Review capitalization rules (Teacher Toolkit: Capitalization Rules) by making a foldable booklet. (Elements of Language: Using Capital Letters Correctly pp. 574-592)

Have students compare their written work to the rubric. (Teacher Toolkit: Student-Friendly TAKS Rubric)

Publishing Publish student work or an excerpt containing dialogue. Some ideas include:

posting work in hallway, class book, an anthology, reading aloud to class, etc. (Teacher Toolkit – Publishing)

Week 3 Instructional Model/Teacher Directions: The teacher will: So students can:

Prewriting (The lessons for prewriting this week may take several days.) Use mentor texts to serve as models for writing Have students refer to their topic banks to choose another topic. If necessary,

brainstorm additional ideas based on the mentor text. Ask that students respond to a prompt based on a mentor text (Teacher Toolkit:

Topics, Themes, and Prompts). Teach the students one of the following planning techniques (Teacher Toolkit:

Planning Techniques)o Storyboardso Plot plannero Listingo Beginning-Middle-End (BME) with conflict/resolution

Demonstrate one of the techniques each day with the teacher’s own writing. Take the mentor text and do a “backwards” plan. In other words, imagine how the

plan would have looked for the mentor text and write it down. Remind students to plan some vocabulary they will use in their compositions. Teach students about different leads - compose a class paragraph around a

Score Point 2 paper from the TEA website. Give it a great lead. (Teacher Toolkit: Leads)

Prewriting(15A, 15D, 18A, 19D)

use a planning technique to addresses a prompt do “backwards planning” from a mentor text use the words they have been collecting to make their writing more vivid use a graphic organizer to plan their writing

Drafting(15G, 15H, 16A, 18B)

write to increase fluency whisper read the piece and make changes refer to their prewriting plan as they write.

Sharing(19B)

share writing and know how to react to the writingRevising (18C, 18D, 18H, 18I)

work on inserting dialogue in partners’ compositions review revising techniques confer with teacher/peer



Drafting Demonstrate how to do a “whisper read” in order to edit and revise a paper. Teach students about “Flip this Draft” (Teacher Toolkit: Flip this Draft). Circulate throughout the class conferencing with students (Teacher Toolkit:

Conferencing)Revising

Have students revise using the STAR chart from Flip this Draft (Teacher Toolkit: Flip This Draft)

Editing Teach students about the use of commas (Elements of Language: Coordinating

Conjunctions p. 271; Introductory elements pp. 72,280, and 613; Interruptors pp. 607-608; and Items in series pp. 602-603).

When students read a sentence aloud with a comma, have them say, “Comma” (e.g. “Anna ‘comma’, are you ready yet?”

Create a foldable “Four Uses of a Comma.” Add to the editing checklist.

Sharing Choose a few students to share with the whole group and model comments that

compliment the writer and the writing, giving specific feedback to the author (Teacher Toolkit: Sharing).

Have students share some of the revisions they have made with a partner.Publishing

Publish student work. Some ideas include: posting work in hallway, class book, an anthology, reading aloud to class, etc. (Teacher Toolkit – Publishing)

Editing(18E, 19A, 19C)

make a foldable “Four Uses of a Comma”Publishing(18G)

Publish student work. Some ideas include: posting work in hallway, class book, an anthology, reading aloud to class, etc.


TAKS Countdown Packet* Week One*One master copy per campus will be provided by the Reading/ELA Dept.

Please Note: Use of the Countdown is optional. Your department may choose to use the entire countdown. Your department may choose to use parts of the countdown as needed, chosen

by a close review of your data. Your department may choose to continue with instruction from the Elements of

Literature/Language textbook and review for the test just before March 3rd. (There is not time to begin a new unit in SpringBoard before the TAKS test.) Or, your department may choose to teach a series of mini lessons as a review to the test. If choosing this option, the department would plan these mini lessons. Some suggested mini lessons to include before the test are as follows.

o Mentor Text and Writing Fluency (quick writes)o Structure (Planning your writing)o Revision: Prove Its, Sensory Details, and Vivid Verbso Adding Dialogue/Transitional Wordso Leads: Action, Characterization, Description, Dialogue, Onomatopoia,

Setting

Composition Focus Multiple-choice Test FocusDevelopment of Ideas

Writing practice Analyze and revise student

writingWrite a composition

Focus/coherence Revision strategies Analyze and score student

writing

Organization of ideas Add/delete a sentence Transition words Sentence structure: fragment,

run-on, awkward sentence, misplaced modifier, redundant sentence, short choppy sentence

Review: “The Civil Rights Movement”



o Four Good Ways to End: lesson learned, quote, dialogue, or call back o Editing Checklisto High Frequency wordso Conferringo Mentor Papers from TEA (Score Point 4s only)


TAKS Countdown Packet Week Two Composition Focus Multiple-choice Test FocusVoice

Analyze and practice Revise and edit

Composition Organization of Ideas Revising and Editing

Standard Usage Pronoun referent Indefinite pronoun reference Pronoun case Redundancy

Review: “Green Hair”


TAKS Countdown Packet Week Three Composition Focus Multiple-choice Test FocusComposition

Prewriting and drafting Revision and editing Analyze Score Point 4s

Review: Composition Strategies

Proofreading End punctuation Quotation marks Commas Semicolons Apostrophes Capitalization Spelling rules Sight words

Review: Test Strategies




Some options for instruction:Literature CirclesIndependent NovelsCatching Up on Missing Work

See “Independent Reading” section below.

Academic Vocabulary Resources Independent Reading comma capitalization rules storyboard leads

Elements of Language Using Capital Letters Correctly pp. 574-592 Support for Four Uses of a Comma Foldable:

Coordinating Conjunctions p. 271; Introductory elements pp. 72,280, and 613; Interruptors pp. 607-608; and Items in series pp. 602-603

TAKS Countdown Packet for 7th Grade

Teacher Toolkit Capitalization Rules Foldable Conferencing Dialogue Flip This Draft Four Uses of the Comma Foldable Mentor Text Planning Techniques Publishing Sharing Student-Friendly TAKS Rubric Teachers as Writers Topics, Themes, and Prompts

Using Mentor Text as a Springboard to Writing

For this grading period, independent reading occurred during the week of the TAKS test.

Students will be responsible for reading one independent novel outside the classroom every nine weeks. Suggested novels are selected from available novels that are on campuses. Your campus may have purchased other novels than those listed below.

Suggested Novels are: The Cay The Clay Marble Child of Owl Number the Stars The Watsons Go to Birmingham, 1963 Tuck Everlasting Dragonwings

Island of the Blue Dolphins



English Language Arts – 7th Grade

Third Grading Period Weeks 8 - 10 (Week Ten is 4 days.) CURRICULUM OVERVIEWBig Idea Unit Rationale

Use the writing process to create an editorial based on two mentor texts. SpringBoard Level II, p. 266

“I believe that teaching children to revise their writing is a model for teaching them to live: it teaches them to take a revisionist stance in everything they do, to expect and embrace change, and to position themselves to assess and solve problems in their world.” P. 9Angelillo, J. (2002). Making Revision Matter. New York, NY: Scholastic.

“By the time they get to our classrooms, students are at best masters, or at the very least constant practitioners in the arts and crafts of persuasion. They have convinced their weary mothers to stay up late to watch that special show, they heave talked their fathers into lending them the car, and have found ways to convince their grandmother that they really need that latest toy. With a little tickling, students can articulate the truth about what persuasive techniques work for them and on them, in different situations. They can invent their own set of rules based on what they notice. Our teaching art lies in showing them how they have outlined a form also invented by a Roman named Nestor, or how very similar their ideas are to Aristotle’s…” p. 1Lane, B., & Bernabei, G. (2001) Why we must run with scissors. Shoreham, VT: Discover Writing Press.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 7The student is expected to: 8B select varied sources such as plays, anthologies, novels, textbooks,

poetry, newspapers, manuals, and electronic texts when reading for information or pleasure

8C read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing

9B draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies

10C monitor his/her own comprehension and make modifications when understanding breaks down such as by reading a portion aloud, using reference aids, searching for clues, and asking questions

10D describe mental images that text descriptions evoke 10F determine a text’s main (or major) ideas and how those ideas are

supported with details 10G paraphrase and summarize text to recall, inform, or organize ideas 10H draw inferences such as conclusions or generalizations and support

them with text evidence and experience 10I find similarities and differences across texts such as in treatment, scope,

or organization 10J distinguish fact and opinion in various texts 10L represent text information in different ways such as in outline, timeline,

or graphic organizer 11A offer observations, make connections, react, speculate, interpret, and

raise questions in response to texts

” I CAN” statements highlighted in yellow should be displayed for students.I can:

read for information and to appreciate a writer’s craft 8B and C understand what words mean 9B monitor my own comprehension 10C see pictures in my head when reading and use them in writing 10D find the main idea and details 10F paraphrase/summarize 10G reach a conclusion or make a generalization support it from the text 10H find similarities and differences 10I find the author’s opinions 10J use a graphic organizer 10l make connections and have questions after reading 11A use the text to support responses 11C identify author’s purpose (to inform) 12A see how the author’s point of view affects the text 12H see an author’s craft of organization 12I see that style, tone, and mood add to the effect of the text 12K form questions for research 13A use text organizers for research 13B use sources to locate relevant research sources 13C use graphic sources to answer research questions 13D



11C support responses by referring to relevant aspects of text and his/her own experiences

12A identify the purposes of different types of texts such as to inform, influence, express, or entertain

12H describe how the author’s perspective or point of view affects the text 12I analyze ways authors organize and present ideas such as through

cause/effect, compare/contrast, inductively, deductively, or chronologically 12K recognize how style, tone, and mood contribute to the effect of the text 13A form and revise questions for investigations, including questions arising

from readings, assignments, and units of study 13B use text organizers, including headings, graphic features, an tables of

contents, to locate and organize information 13C use multiple sources, including electronic texts, experts, and print

resources, to locate information relevant to research questions 13D interpret and use graphic sources of information such as maps, graphs,

timelines or tables to address research questions 13E summarize and organize information from multiple sources by taking

notes, outlining ideas, and making charts 13F produce research projects and reports in effective formats for various

audiences 13G draw conclusions from information gathered from multiple sources 13H use compiled information and knowledge to raise additional,

unanswered questions 13I present organized statements, reports, and speeches using visuals or

media to support meaning Back-mapping activity 15F choose the appropriate form for his/her own

purpose for writing such as (an editorial)

use graphic sources to answer research questions 13D create research projects 13F draw conclusions from different sources 13G raise questions from my research 13H present a report 13I use an editorial as an form for my own opinion 15F

Evidence of LearningStudents will read and compare two editorials. They will respond with 85% accuracy to the provided TAKS stem.Eighty-five percent of students will write an editorial scored as minimally effective according to the TAKS rubric.



English Language Arts – 7th Grade

Third Grading Period Weeks 8 - 10 (Week Ten is 4 days.) CURRICULUM GUIDE

Essential Questions Essential Pre-requisite Skills What is an editorial? Is there an editorial in the newspaper everyday? Do other magazines have editorials? How does an author’s point of view affect his/her

writing? How can I inform someone’s opinion with my own

writing?

Read regularly in instructional level materials (Grade 4) Read nonfiction sources for information (Grade 4) Write to inform such as to explain, describe, report, and narrate (Grade 4) Revise selected drafts by adding, elaborating, deleting, combining, and rearranging (Grade 4) Edit drafts for specific purposes (Grade 4) Proofread his/her own writing and that of others (Grade 4) Conduct research by framing questions, organizing prior knowledge, summarizing ideas from sources, presenting the

information, and raising further questions (Grade 4)

The Teaching PlanWeek 8 Instructional Model/Teacher Directions:

The teacher will… So students can…Mar 16 – 20 Unpack the Embedded Assessment: Unit 3 EA 2:Creating a Brochure. pp. 266 - 268Unpack the Embedded Assessment on p. 266. With the students, create an anchor chart where you backmap what is necessary for success on Embedded Assessment Two (EA2). As you teach during the next three weeks, refer to this anchor chart daily by asking, “What have we learned today that will help you revise your essay?”

Reading: “America the Not-So-Beautiful”Pp. 233-243

TEKS Reading 8B, 8C, 10D, 10F, 10J, 10L, 11A, 11C, 12A, 12H, 12ITEKS Writing (Backmapping 15F)Use the following strategies

Anticipation Guide Chunking the Text Guided Reading Think-Pair-Share Marking the Text Summarizing/Paraphrasing/Retelling Read Aloud Think Aloud Visualizing Modeling Writing Process (Analytical Paragraph)

Students will use a prereading strategy as a “hook” for the unit. They will read an editorial discovering the target audience of the piece. They will also explore an author’s purpose and opinions.

TAKS Stems from Kilgo Consulting, Inc.District recommendation – whenever possible, have students answer stems as a short answer response. Do not create multiple choice answers for TAKS stem questions. Students who can create a written response independently, can select the correct multiple choice item on a standardized test.How does the author suggest that _____? Which quotation from the selection best summarizes the author’s view of _____?(Conclusions) The reader can conclude that the authors of “(selection)” and “(selection)” ______. (2006)




Accessing “How much water do you use a day?”Anticipation GuideReading “How much water do you use a day?”Prewriting for the EditorialDrafting for the Editorial – Please see the “What do you do for students who master the learning quickly?” section below for different organizational patterns of writing to meet the needs of students who are on level or above. The SpringBoard “drafting” on page 256 is pure formula.Revising the EditorialA Title for the EditorialEditing and Publishing the Editorial

Students may need time in the library and in the computer lab to conduct research. Please plan accordingly in advance.

Please Note: The teacher may collect several brochures prior to Week 9. Please see EA 2 for details. The first two weeks of the fourth grading period will be set aside for Embedded Assessment 2 on pages 266 – 268.

TEKS Reading 8B, 8C, 9B, 10C, 10D, 10F, 10G, 10I, 10J, 10L, 12A, 12H, 12I, 12KTEKS Writing 13A, 13B, 13C, 13D, 13E, 13F, 13G, 13H, 13IUse the following strategies

Anticipation Guide Think Aloud Predicting Guided Reading Skimming/scanning Think-Pair-Share Graphic Organizer Marking the Text Outlining Debate Writing Process Quickwrite Fishbowl Self Editing/Peer Editing

Students will work with vocabulary in context including textual support. They will read a different editorial discovering the target audience of the piece. They will also explore an author’s purpose and opinions. They will begin an editorial composition using an editorial research matrix.

TAKS Stems from Kilgo Consulting, Inc.District recommendation – whenever possible, have students answer stems as a short answer response. Do not create multiple choice answers for TAKS stem questions. Students who can create a written response independently, can select the correct multiple choice item on a standardized test.How does the author suggest that _____? Which quotation from the selection best summarizes the author’s view of _____?The reader can conclude that the authors of “(selection)” and “(selection)” ______. (2006)The reader can conclude the narrators (authors) in both selections _____.

Academic Vocabulary Resources Independent ReadingBrochureEditorialPersuasionConserveResourceDeficitConsume/consumptionDroughtEfficientEliminate

SpringBoardLevel II, Unit 3 pages 233 – 263

Teacher Toolkit: Organizing the Essay

For this grading period, independent reading occurred during the week of the TAKS test.



Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/Life

What do you do for students who need more support?

Follow the formulaic directs on pages 256 – 257 for support.

What do you do for students who master the learning quickly?

12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically

Do not use SpringBoard’s formulaic approach to planning the Editorial. Instead, offer different organizational approaches from Acts of Teaching: How to Teach Writing p. 61 (Teacher Toolkit: Organizing the Essay)

Two Reasons Nestorian Order Strawman and One Reason Concession

Allow students freedom to choose subject matter and advance opinions, but set specific guidelines for presenting that information. These patterns present form but not formula; they give students workable, expandable structures within which to write.

Carroll, J. A., and Wilson, E. (2008). Acts of teaching: How to teach writing (2nd Ed.). Portsmouth, NH: Heinemann.

Sample Question

7th Grade TAKS Released Test – April 2006

Sample Question

10th Grade TAKS Released Test – April 2006

46 What revision, if any, is needed in sentence 11?

F Harry assigned jobs. Checking off each task on his clipboard.G As Harry assigned jobs, he checked off each task on his clipboard.H Assigning jobs and checking off each task.J No revision is needed.



Documents

Social Studies – Grade 8 - saisd.net€¦ · Web viewCURRICULUM OVERVIEW. Big Idea Unit Rationale “Mentor texts serve to show, not just tell, students how to write well. They,