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COLLEGE AND CAREER READYLITERACY INSTRUCTION

LESSON GUIDES – NINTH GRADE – WEEKS 13-18

Ninth Grade Scope and Sequence - Third Six Weeks

ELAR Standards

Vocabulary ELA.9.1E Use a dictionary, a glossary, or a thesaurus to determine or confirm the meanings of words and phrases, including their connotations, denotations, and their etymology.

Reading ELA.9.6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.ELA.9.9B Differentiate between opinions that are substantiated and unsubstantiated in the text.ELA.9.10A Analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience.ELA.9.10B Analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors’ propositions.

Writing ELA.9.13C Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.ELA.9.13D Edit drafts for grammar, mechanics, and spelling. ELA.9.16A Write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs.ELA.9.19A Spell correctly, including using various resources to determine and check correct spellings.

Underlying Decoding and Language Skills

Word Study Identify and decode all six syllable types including closed, open, vowel-r, vowel-consonant-e, vowel pairs, and final stable syllables in connected text; employ steps of syllable division.

Vocabulary Identify Latin and Greek word parts in derivatives generate additional words with word part and apply knowledge of meanings through discussion and/or writing. Discuss multiple meaning words and rank words of different intensity.

Spelling Identify and employ the following spellings in written composition: final (k) sound in one-syllable and multisyllabic words, appropriate use of the Changing Rule, accurate spelling of (z) in all positions of a word, and (s) spellings in the initial or medial position of a word.

Writing Identify nouns, verbs, articles, adjectives, prepositions, coordinating conjunctions; compose simple and compound sentences; compose an argumentative/persuasive paragraph.

1

Overview

During the 3rd six weeks, students are introduced to persuasive techniques used in various forms of literature and media. They are expected to analyze rhetorical structure and devices, differentiate between substantiated and unsubstantiated opinions in text, and determine the relevance, quality, and credibility of evidence supporting a claim. The overall goal of the 3rd six weeks is to create an individual, argumentative paragraph. Week 17 is focused on writing.

The curriculum map follows a sequence of activities, specifically for spelling and grammar, to be completed in whole group (WG) or small group (SG), however adjustments may be made to meet your students’ needs. In addition, all literacy activities are not scheduled every day but essential reading components are addressed consecutively throughout the term. Most Independent/Partner and Small-Group work sections have been planned however the blank ones are open for you to plan based on your students’ needs. The daily plans include only those components that are suggested for that day; all other components have been removed from the plan.

Please note that lessons were not planned for Week 14 (Days 3-5) due to Thanksgiving break and Week 18 (Days 3-5) due to Final Exams. In addition, Week 16 (Days 1-2) were set aside for review days because a portion of your class maybe participating in the STAAR EOC Retests for English I or any other EOC Retests.

These lessons use Neuhaus Education Center’s Developing Metacognitive Skills (DMS), Scientific Spelling (SS), Multisensory Grammar (MSG), Jamestown Publisher’s Six-Way Paragraphs – Middle Level (6WP), Holt McDougal’s Literature Grade 9 (Lit 9) text, and online resources. Media links are provided within the curriculum map to serve as hooks and discussion points. All links came from sites that are considered safe and secure.

Multisensory Teaching of Basic Language Skills Activity Book (AB) serves as an instructor’s reference tool.

Sequenced Activities

Spelling

There are five days of spelling practice, either in WG or SG, to address new spelling patterns. After five days of practice a new pattern will be introduced.

1. Guide students to discover spelling pattern and dictate sentences (WG)2. Students sort words or create sentences based on specific spelling pattern (SG)3. Guide students to practice spelling patterns (WG) and student sort spelling words based on part of speech (SG)4. Sentence dictation (SG)5. Evaluate spelling proficiency with assessment of dictated sentences (WG)

It is recommended that attention is given to the content of the dictated sentences. Students can answer simple as well as complex questions that you pose or they can generate their own questions. When completing your SG spelling activities, you are encouraged to create a Rapid Recognition Chart with words containing the current spelling pattern (http://neuhaus.org/consumables/). Students may cut words from the chart to use for various small group activities within the sequence.Grammar

Grammar practice will be ongoing with a sentence presented WG each day. Students will color-code the parts of speech contained within each sentence and create a sentence matching the same pattern. All sentences were derived from a passage read during the term and should provide reinforce decoding and fluency.

2

Week 13 – Day 1

Area Materials Activity Assessment

Comprehension

Lit 9p. 652

-Introduce Concept of argument and persuasion: follow suggested hook How Can We Influence Others?-Complete What Worked/What Didn’t chart.-Students review the elements of a fable and watch The North Wind and the Sunhttp://linguaspectrum.com/lessons/language_lessons/NorthWindSun/.-Students add to chart using events from the fable.

Students complete chart with information that details what worked and what didn’t

Word Study/Fluency Lit 9p. 653

AB for referencepp. 56-59pp. 141-142

-Lead students decoding of target words: coherent, evident, differentiate, relevant, technique:1. Say each word 2. Students repeat and identify #of syllables 3. Display word 4 .Lead students through steps of dividing multisyllabic words and determining pronunciation of vowels.Note: ti in Latin word parts often = /sh/; ch in Greek word parts = /k/; que is a French ending = /k/

Word reading accuracy

Spelling/Writing

SS-Green Sectionp. iipp. 23-24

Guide students to discover patterns of final spellings for the /k/ sound including; ck, k, ke, and c.ck k ke c

stack debunk hoke drasticquick mistook fake tacticmuck remark spoke skepticmock meek quake publicslack sulk uptake rubric

Students write dictated sentences: The dock began to quake from the nuke blast. Will the crook strike the clinic?

Percentage of words spelled correctly in dictated sentences.

http://linguaspectrum.com/lessons/language_lessons/NorthWindSun/

Independent/PartnerSmall Group

3

4

Week 13 – Day 2


Comprehension

Lit 9 - (Elements of an Argument)p 654

-Provide a student friendly definition of argument.-Students generate examples and non-examples.-Students rank synonyms: controversy, debate, disagreement, bickering, dispute, brawl, blow-up, fuss, clash, feud, squabble, quarrel.-Lead students in Critical Reading Workshop.

Students provide logical reasons for word rankings.

Word Study/FluencyLit 9p. 653

Review accurate reading of Academic Vocabulary. Word reading accuracy.

Vocabulary Lit 9 p. 653

DMS p. 52

Build semantic webs for coherent, relevant, evidentStudents contribute synonyms, antonyms, and sentence to webs.

Spelling/Writing

MSG for referencePresent sentences to students to identify and color-code parts of speech:

They loosened their coats. The people felt the warmth of the sun.

Students create sentences matching the above sentence pattern.

Sentences are coherent and match patterns.

Independent/PartnerStudents view online renditions of the The North Wind and the Sun.http://www.nfb.ca/film/north_wind_and_sun_fable_by_aesophttp://www.youtube.com/watch?v=Z7QZK9qnBs0&feature=youtu.be

Small Group-

Decoding SS-Green Section pp. 23-24

Students will sort words with (k) sounds based on specific spelling patterns:ck k ke c

smack silk nuke frantichack sleek strike mimic

smock unmask intake septic

http://www.youtube.com/watch?v=Z7QZK9qnBs0&feature=youtu.be

http://www.nfb.ca/film/north_wind_and_sun_fable_by_aesop

5

Week 13– Day 3


Comprehension DMS pp. 175-176

6WPp. 154

-Introduce the longest running PSA: Only You Can Prevent Forest Fireshttp://www.smokeybear.com/vault/?js=1.-Discuss/set purpose for reading: Is this message important? Is this message based on facts or opinions?-Complete Activate Background, Read the Passage, & Summary Activity.

Students contribute logical and accurate observations about value of message and difference in facts and opinions.

Vocabulary Lit 9 p. 654

DMS p. 52

Build semantic webs for differentiate, technique

Spelling/Writing SS-Green Section p. 23-24

MSG for reference

Teacher will guide students through practice of spelling patterns:ck k ke c

stuck crook stake ethicbeck link yoke hectic

Present sentence to students to identify and color-code parts of speech: The sun hid behind a large, fluffy cloud and the wind worked.

Students create a sentence matching the above sentence pattern.


Sentence is coherent and matches pattern.

Independent/Partner 6WP p. 154

Students work with a partner while rereading passage and timing one another.

Small Group

Decoding/Lang Comp

Use same words cards prepared for previous day

Students sort words according to how they commonly function (parts of speech):

ck k ke csmack silk nuke frantichack sleek strike mimic

smock unmask intake septic

http://www.smokeybear.com/vault/?js=1

Week 13 – Day 4


Comprehension DMS - (Lesson 50)pp. 133-134

-Present the Hook and connect with ways we are being encouraged to conserve energy.

-Connect the Purpose with the eventual outcome the students will produce a PSA (think of Smokey the Bear) that will encourage the public to conserve energy.

-Lead the students in Activating the Background, Reading Passage, Summary Activity, and Answering Questions.

Students actively participate in the lesson routine.

Precis succinctly summarizes important information.

Accuracy of responses to questions.

Word Study/Fluency DMSp. 134

Students read three syllable words and highlight in text. Word reading accuracy

Vocabulary DMSp. 134p. 52

Build semantic webs: insulate, invigorate

Spelling/Writing MSG for reference Present sentence to students to identify and color-code parts of speech: The wind blew and blew and blew.



Independent/Partner News articles or websites

Students use internet or news sources to locate facts about energy consumption, i.e. http://greenliving.nationalgeographic.com/convince-someone-green-20370.html

Small GroupDecoding/Lang Comp

SS for reference Dictate sentence to students to write: The spark from the lodge made the elk dash quickly.

6

http://greenliving.nationalgeographic.com/convince-someone-green-20370.html

http://greenliving.nationalgeographic.com/convince-someone-green-20370.html

Week 13 – Day 5


Comprehension -Set Purpose for students: create an outline for a PSA about conserving energy.-Introduce advertising techniques through video presentations:http://www.readwritethink.org/classroom-resources/lesson-plans/video/persuasive-techniques-advertising-1166.html -Demonstrate specific techniques through video presentations:http://www.watchknowlearn.org/Video.aspx?VideoID=35261&CategoryID=10628http://www.watchknowlearn.org/Video.aspx?VideoID=35478&CategoryID=10628http://www.wingclips.com/movie-clips/mystery-men/superhero-speechhttp://www.mylearningtube.com/media/618/Persuasion-_The_Taming_of_the_Shrew/http://www.cleanvideosearch.com/media/action/yt/watch?videoId=_vAeeUhloQAhttp://www.cleanvideosearch.com/media/action/yt/watch?videoId=lkL7Rvl-Hu8-Students view each video and create a chart in which they identify the claim of the product and the persuasion technique(s) that is utilized in each example.

Student’s chart accurately identifies claims and persuasion techniques.

Spelling/Writing

SS for reference

MSG for reference

Students write dictated sentences: The public took a pledge for the judge. She sniffed and sulked after being ditched. Will the gridlock make the pack frantic?

Present sentence to students to identify and color-code parts of speech: The people wrapped their coats tightly around themselves.




Independent/Partner

Small Group

7

http://www.cleanvideosearch.com/media/action/yt/watch?videoId=lkL7Rvl-Hu8

http://www.cleanvideosearch.com/media/action/yt/watch?videoId=_vAeeUhloQA

http://www.mylearningtube.com/media/618/Persuasion-_The_Taming_of_the_Shrew/

http://www.wingclips.com/movie-clips/mystery-men/superhero-speech

http://www.watchknowlearn.org/Video.aspx?VideoID=35478&CategoryID=10628

http://www.watchknowlearn.org/Video.aspx?VideoID=35261&CategoryID=10628

http://www.readwritethink.org/classroom-resources/lesson-plans/video/persuasive-techniques-advertising-1166.html

http://www.readwritethink.org/classroom-resources/lesson-plans/video/persuasive-techniques-advertising-1166.html

Week 14 – Day 1


Spelling/Writing

SS-Yellow Sectionp.5

MSG for reference

Students discover the Changing Rule.Base Word Suffix Derivative

copy -er copiergreedy -est greediestparty -less partilessarmy -es armiesapply -ed applied

Students write dictated sentences: The puppies relied on their mom for food. When will the daily setbacks affect your happiness?

Present sentence to students to identify and color-code parts of speech: A strong gust gives fire new fuel.




Independent/Partner -Students work with a team and plan what technique they will use to create a PSA to promote energy conservation.

-Each team creates a thesis and selects a persuasive technique.

-The team outlines or creates a story board for their plan to create a 30-second PSA to promote energy conservation.

Teams work cooperatively, compose a thesis, select a persuasive technique, and create an outline or story board.

Small Group

8

Week 14 – Day 2


Comprehension

Teams present their outline/story board for promoting energy conservation.Outlines/story board uses a persuasive technique that meets the thesis.

Spelling/WritingMSG for reference Present sentence to students to identify and color-code parts of speech:

Firefighters “fight fire with fire”.Students create a sentence matching the above sentence pattern.


Independent/Partner

Small Group


Students compose three sentences using words following the Changing Rule:Derivative

dutifulangrier

penniless

9

Week 15 – Day 1


Comprehension Lit 9 - (Testimony before the Senate)pp. 670-676

-Introduce the Big Question: How do you Sell an Idea?

-Review the process of outlining a PSA and what techniques are used in advertising.

-Students brainstorm a list of times when someone was trying sell them something.

Students’ contributions are relevant and logical.

Vocabulary Lit 9p. 671p. 678

-Introduce Vocabulary in Context: eradicate, meager, neurological, status quo.

-Choose 4 words/phrases from Vocabulary Strategy: Foreign Words.

-Lead students to build chart for understanding foreign words as outlined in Practice.

Students complete chart that indicates origin and meaning of foreign words.

Spelling/Writing


MSG for reference

Practice the Changing Rule:

Base Word Suffix Derivativestudy -ous studiousmerry -est merriest

Present sentence to students to identify and color-code parts of speech: The heated air above a fire rises.




Independent/Partner Lit 9p. 678

-Students complete Vocabulary exercise p. 678 with a partner.

Small Group Students determine parts of speech for the following words:

Derivativedutifulangrier

penniless

Week 15 – Day 210


ComprehensionLit 9 - (Testimony before the Senate)pp. 670-676

Student work page-Reading Skill Summarizing Text

-Present the Hook – Model the Skill – Persuasive Technique

-Set a Purpose – Display video http://www.youtube.com/watch?v=CI6SpDTWces

-Play audio of text as students follow along.-Pause as indicated in TE (blue Summarize) -Students complete chart.

Students complete chart accurately, summarizing information from text.

Vocabulary AB for referencep.87

-Relate neurological to neurology. -Introduce Greek word part -logy meaning study of-Students list other words with - logy

Spelling/Writing MSG for reference -Present sentence to students to identify and color-code parts of speech: Fire grows, dances, and uses oxygen.

-Students create a sentence matching the above sentence pattern.


Independent/Partner Student work page – Reading Skill Summarizing Text

Students work with a partner and review chart that summarizes text

Small Group SS for reference Students write dictated sentence: Has she applied the settings to the copier?

11

http://www.youtube.com/watch?v=CI6SpDTWces

Week 15 – Day 3


Comprehension

Lit 9 - (Testimony before the Senate)pp. 670-676

Student work page-Persuasive Techniques

-Students review summary notes from previous lesson.

-Review selected portions of the text as noted in TE (red targeted passages).

-Students identify and evaluate the persuasive techniques.Students’ oral responses are accurate and stated clearly.

Vocabulary Lit 9 p.675

DMSp. 52

-Build a derivative web with implore.

-Relate to Spanish cognate as appropriate.Students build web.

Spelling/WritingSS for reference

MSG for reference

Students write dictated sentences: The armies’ food supplies started to reek. I’d like to mimic her dutiful work. The crook hacked into my network!

Present sentence to students to identify and color-code parts of speech: A forest fire rages furiously.




Independent/Partner

Small Group

12

Week 15 – Day 4


Comprehension Lit 9 – (Testimony before the Senate)pp. 670-677

p. 677 - Students answer in writing questions 1, 2, 3, & 9. Students written responses are accurate and complete.

Word Study/Fluency Student work page-Reading Fluency

-Review elements of prosodic reading and strategy outlined on student workpage – Reading Fluency. Model fluent reading for students. Students read aloud -Students block text and practice reading aloud.

Students make logical judgments about breaks in phrasing.

Students’ oral reading is prosodic.

Vocabulary Student work page-Vocabulary Practice

-Use Vocabulary Supports – Own the Word TE p. 674, 675, 676 to clarify and evaluate students’ understanding of vocabulary words

-Students complete Vocabulary Practice page.

Percentage correct on practice page.

Spelling/Writing MSG for reference Present sentence to students to identify and color-code parts of speech: Leave a message on my cell phone.



Independent/Partner Lit 9 - (Testimony before the Senate)pp. 670-677

Students work with a partner and respond to the Big Question p. 677.

Small Group Lit 9pp. 673-675

TE p. 674 – Language Pronoun referents

13

Week 15 – Day 5


Comprehension DMS - (Lesson 67)pp. 177-178

6WP - (Garlic: The Magic Cure-All)p. 156

-Lead students in Activate Background, Read, Summary Activity (omit précis), Answer Questions.

-Discuss with students the superstitions vs the facts regarding garlic.

Students’ answers to questions are accurate.

Students provide logical reasons separating facts and superstitions.

Word Study/Fluency Students read and highlight words from passage with /ĕ/. Word reading accuracy

Vocabulary DMS for referencep.52

Lead students in building semantic web for fraught

Spelling/Writing

SS-Green Sectionp. iip. 53

MSG for reference

Discover spelling patterns of (z) in the initial, medial, and final positions:z s s se

zag posy as wisezone pansy his despisezoom nausea is refusezilch whimsy his excusezany prism disclose

Students write dictated sentences: His zany and whimsy actions amuse those he knows. The noise is making the zoo go berserk!

Present sentence to students to identify and color-code parts of speech: I save time by paying the toll with an E-Z Pass.




Independent/Partner

Small Group

14

Week 16 – Day 1

Review


Word Study/Fluency 6WPp. 156

Students locate words that contain the /k/ sound and sort words according to how the sound is spelled.

Vocabulary DMS – AppendixConcentration game grid

Students review semantic webs and build a concentration game using 6 words and their definitions.

Independent/Partner

Small Group

Decoding/Fluency 6WP-Students choose a passage to reread in order to measure their fluency.

-Evaluate students accuracy and fluency as they individually reread passages from 6-Way Paragraphs

wcpm (goal: 151)

15

Week 16 – Day 2

REVIEW


Comprehension6WP - (Slow But Sure)p. 48

Students read the passage independently.

Students write a 75-word précis.

Spelling/Writing MSG p. 21Worksheet 1

Students build adverb Bingo cards and play adverb Bingo.

Independent/Partner Students play vocabulary concentration games with one another.

Small GroupSS-Green Sectionp. 53

Students sort words with spelling pattern for (z):z s s sezoo visit as noisezipper resort his amusezesty deserve is advise

16

Week 16 – Day 3


Comprehension

Lit 9 - (How Private Is Your Private Life?)pp. 680-689

-Introduce the Big Question: Is Privacy an illusion?

-Divide class into sets of teams. Each team takes a side: Privacy is at risk or Privacy isn’t at risk.

-Teams list the examples from personal experiences at home, at school, at work, etc. that substantiate the viewpoint of the team.

Students create lists that are logical and appropriate.

Vocabulary Lit 9-TEp. 681p. 683p. 686p. 688

-Lead students in building semantic webs for anonymous, disconcerting, & pervasive.

Students compose sentences with words that demonstrate an understanding of each vocabulary words.

Spelling/Writing

SS-Green Sectionp. 53

MSG for reference

Practice spelling pattern:z s s sezenith resist his compromisezing position as advertise

Present sentence to students to identify and color-code parts of speech: A top concern for Americans is privacy.



Independent/Partner Thesaurus Students work with a partner and locate 10 words that are synonymous with disconcerting.

Small Group

Lang Comprehension

Students identify the part of speech for each word by sorting:

z s s sezoo visit as noisezipper resort his amusezesty deserve is advise

Week 16 – Day 417


Comprehension


-Present Hook: TE. p. 685 – Understanding surveillance & where have you seen surveillance devices?

-Examine and discuss the visual on p. 682 & p. 685.

-Set the Purpose: Evaluate information in the article to determine if there is a threat to privacy today.

-Play audio for text; pause and discuss Targeted Passages TE pp. 683, 684, 687.

Students contribute to discussion on privacy with clearly stated ideas.

Vocabulary DMS for referencep. 52

Lit 9 for referencep. 686

Lead the students in building multiple meaning webs for right, pass, track.

Spelling/WritingMSG for reference

.Present sentence to students to identify and color-code parts of speech: Sale of information builds company profits.



Independent/PartnerThesaurus

-Students rank synonyms for disconcerting from least intensive to most intensive.

Students identify an appropriate situation for using 5 of the synonyms.

Small Group

Decoding SS for reference -Students spell dictated sentence:

His visit to the museum is his daily zenith.

18

Week 16 – Day 5


Comprehension


Student worksheet-Elements of Non-FictionFact & Opinion

-Model the Skill: Fact & Opinion TE p. 686.

-Lead students to analyze statements as fact or opinion as outlined in TE (red letters)

p. 683, 684, 686.

-Discuss Is Privacy an Illusion? What steps do you regularly take to ensure your privacy?

Students respond to these questions in writing.

Students’ oral and written responses include personal examples stated in complete sentences.

Spelling/Writing

SS for reference

MSG for reference

Students spell dictated sentences:

Both parties implied they refused to compromise. His zipper is flimsy and he despised it. The president’s outlook has sparked some to resist.

Present sentence to students to identify and color-code parts of speech: Often a customer’s name, address, and birthdate, are sold to marketers.




Independent/Partner

Small Group

19

Week 17 – Day 1


Spelling/Writing

SS –Green Sectionp. iip. 41

MSG for reference

Lit 9 pp. 712-713

Students discover spelling for (s) in the initial and medial positions:s c

stand receptionslick secede

insect decentfast exception

basket excelStudents write dictated sentences:

His slick skill was exciting to observe at recess. Her sneer was indecent and caused me to recede.

Present sentence to students to identify and color-code parts of speech: A cool shower saves energy.

Students create a sentence matching the above sentence pattern

Set focus: Write an argumentative/persuasive paragraph that convinces others to agree with your point of view or motivates others to take action.- Display and discuss the elements of the strong model of a persuasive essay (Writing Workshop/Online Extras/Analyze Student Models/Persuasive Essays)-Students brainstorm a list of controversial issues.Encourage students to consider topics related to the readings: fire safety is everyone’s concern, conservation/going green, medical research funding, privacy-Students choose an issue that is important to them. -Students decide who they want to tell about the issue and what is the desired outcome of their composition.-Students compose a thesis statement



Student’s thesis clearly states a specific point of view. The statement is complete.

Independent/Partner

Small Group

20

Week 17 – Day 2


Vocabulary

Lit 9

Student worksheet-Academic Vocabulary

-Review terms coherent, differentiate, evident, relevant, technique.-Students complete worksheet.-Relate evident to evidence. -Discuss what techniques convince you to accept someone’s viewpoint or to take an action.

Accuracy of responses on worksheet.

During discussion students contribute logical examples stated in complete sentences.

Spelling/Writing

MSG for reference

Lit 9p. 713p. 654

Present sentence to students to identify and color-code parts of speech: Lower the water temperature on your heater.


-Review the characteristics of a persuasive essay presented in the strong model.-Review the Essential Elements of an Argument-Students review their thesis statement/claim.-Students write notes that identify 3 reasons that justify or explain their position/view point, identify possible objections and how objections can be refuted, list sources of evidence based on personal experience, examples, commonly accepted beliefs, expert’s statements, or facts.-Students note 3 pieces of relevant evidence that support the reasons for their position/view point.


Students list 3 logical reasons, possible objections, and evidence in support of reason.

Independent/Partner Students review their thesis statement, reasons, possible objections, and evidence with a partner. The partner provides feedback about the focus and coherence of each element.

Small Group

SS-Green Sectionp. 41

Students sort words that contain (s) in the initial and medial position:s c

slant recitesplit recedelast decide

Week 17 – Day 3

21


Spelling/WritingSS-Green Sectionp. 41

MSG for reference

AB for referencep. 114

Students practice spelling (s) in the initial and medial positions:

s csneer deficit

sporadic excerpt

Present sentence to students to identify and color-code parts of speech: A kilowatt hour is a unit of electrical energy.


Lead students’ sentence by sentence drafting of argumentative/persuasive paragraph: 1. State your claim/viewpoint. 2. State one reason in support. 3. Provide evidence for the reason. 4. State another reason in support. 5. Provide evidence for the reason. 6. State a final reason in support. 7. Provide evidence for the reason. 8. Restate your opinion and call the reader to accept your opinion or to take action.


Students draft sentences that respond to each prompt.

Independent/Partner Students silently reread the draft of argumentative/persuasive paragraph and add any missing words.

Small Group Students identify part of speech for the following words:

s cslant recitesplit recedelast decide

Week 17 – Day 4

22


Spelling/Writing MSG for reference -Present sentence to students to identify and color-code parts of speech: The heating and cooling of homes consume huge quantities of energy.

-Students create a sentence matching the above sentence pattern.

-Lead students as they review and revise the 8 sentences written in previous lesson: 1. Check the focus of each sentence; edit as necessary. 2. Check the coherence of each sentence; edit as necessary. 3. Check that each sentence is complete; edit as necessary. 4. Review choice of words clearly making sure that position of argument is clearly conveyed; edit as necessary. 5. Review spelling; edit as necessary. 6. Review capitalization and punctuation; edit as necessary

Students review each sentence according to the prompt.

Students revise and edit as necessary.

Independent/Partner Students read and discuss revised paragraphs with a partner.

Small GroupSS for reference

Students write dictated sentence:

Why does the faucet in the grocery store slant?

23

Week 17 – Day 5


Spelling/Writing SS for reference

MSG for referenceStudents write dictated sentences:

What a lucid stand the grocer has made! He recites the chosen excerpt hurriedly. The shrinking deficit was a recent topic

Present sentence to students to identify and color-code parts of speech: They are expensive but more efficient.


Students rewrite/publish 8-sentence argumentative/persuasive paragraph.


Paragraph has a clearly stated viewpoint, followed by 3 relevant reasons and evidence, and ends with a call to action or change. Sentences are complete and word choice is specific. Spelling, punctuation, and capitalization is correct.

Independent/Partner Students read final copy of paragraph to a partner.

Small Group

.

24

Week 18 – Day 1


Comprehension 6WP - (Abe’s Favorite Story)p. 60

Students silently read passage and write 75 word précis.

Word Study/Fluency 6WP - (Abe’s Favorite Story)p. 60

During silent reading, students list any words that are difficult for them to read and apply decoding skills to unlock the words.

Vocabulary Students review word webs.

Spelling/Writing 3-5 grammar practice sentences from weeks 13-17

Give students 3-5 sentences from previous grammar lessons. Students code parts of speech.

Identification of parts of speech.


Provide prompt for Timed Writing.

Students work with a partner to brainstorm reasons and evidence to support each side of the argument.

Students choose position to take in argument and draft a thesis statement

Small Group

25

Week 18 – Day 2


Comprehension 6WP - (Monkey Do)p. 70

Students silently read passage and write 75 word précis.

Word Study/Fluency 6WP - (Monkey Do)p. 70

During silent reading, students list any words that are difficult for them to read and apply decoding skills to unlock the words.

Vocabulary Students review word webs.

Spelling/Writing Continue grammar assessment from previous day.

Students compose sentences that match patterns.

Sentences match pattern are coherent.


AB for referencep. 114

Students work partner and draft an 8-sentence paragraph (outline from Week 17 day 3) that responds to the prompt within 15 minutes.

Small Group

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ANALYZE DATA COLLECTED WEEKS 13-18

Timed Reading: Student choice of passage from 6-Way Paragraphs Comprehension: Completeness of summaries for Fire is Fearsome, Conserving Energy; Accuracy of responses to Testimony Before Congress Spelling: Dictated Sentences Grammar: Composition of sentences that match a pattern Oral Language: Use of complete sentences and clarity of ideas during discussions. Writing: Argumentative/Persuasive Paragraph Observation of student’s cognition: recall of terms, ability to identify persuasive techniques, ability to apply persuasive techniques in a group project, ability to distinguish

fact from opinion Observations of student’s motivation and engagement: discussions, cooperative work, independent work

Determine student’s strengths and weaknesses. Compare this data to data from previous data. Determine how the data informs your instruction

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