Planning for Learning - Zach Santosuosso Grade 8 (MYP year 3)

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Planning for Learning - Zach Santosuosso Grade 8 (MYP year 3) by Mind Map: Planning for Learning - Zach Santosuosso Grade 8 (MYP year 3)

1. Standard

1.1. Objectives

1.1.1. #1 - Identify the purpose of each sentence in a paragraph

1.1.1.1. a. Model (I do it) – using a document camera, I will model for students how to go through and identify the different types of sentences in a paragraph b. Checklists – students will be given a checklist of things to look for when identifying a topic sentence, evidence sentence, or explanation sentence

1.1.2. #2 - Write an analytical paragraph

1.1.2.1. a. Mind map – have students create a mind map for their topic, giving 2-4 supporting evidences, plus an explanation for each evidence. b. Template – students a low readiness levels can write their paragraph using a template. Even lower students can use a template that contains sentences starters.

1.1.3. #3 - Identify and write a thesis statement

1.1.3.1. Compare and contrast – students will be shown a single paragraph and a 5-paragraph essay. As a class, we will create a Venn diagram to compare and contrast the thesis statement and the topic sentence.

1.1.4. #4 - Identify the purpose of each paragraph in a 5-paragraph essay

1.1.4.1. a. Release of responsibility – step 1, I model for students how to identify the purpose of a paragraph (e.g. ‘this is a body paragraph that discusses argument #1 because…. etc.’). Step 2, students identify the purpose of paragraphs using an answer bank (i.e. matching paragraphs to pre-existing identifications). Step 3, students write their own identifications of the paragraphs.

1.1.5. #5 - Write a 3-5 paragraph essay

1.1.5.1. a. Outline – students create an outline of their essay to develop their organizational skills (lower readiness students can use a pre-made outline and fill it in) b. Brainstorm template – if students struggle with abstract concepts, or thinking of supporting evidence for a thesis, they can use a brainstorm template that asks them questions designed to help draw out the appropriate information.

2. scaffolding strategies

3. Hey, What's the Big Idea?

3.1. The big idea for this unit is that organization and structure are key to creating a comprehensible and meaningful text, both written and orally. Simply memorizing information and repeating it verbatim is not enough to show depth of understanding. Students must be able to analyze information and produce novel ideas/opinions about them, which requires planning and organization.