JenniferSt.Amant English Language Arts/ Middle School: 8th Grade Standard: Support claim(s) wit...

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JenniferSt.Amant English Language Arts/ Middle School: 8th Grade Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text Big Ideas: Claims, Evidence, Sources, Text by Mind Map: JenniferSt.Amant English Language Arts/ Middle School: 8th Grade  Standard:  Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text  Big Ideas: Claims, Evidence, Sources, Text

1. 1. Students will be able to demonstrate how to support claims by finding textual evidence. Students will have activities requiring the ability to quote, paraphrase, and summarize. Students will have 90% accuracy by the end of unit. The teacher will record student progress throughout the unit.

1.1. Scaffold Technique: Handouts Foundation Knowledge/ Key factors: Students may have had past experience with the three quoting techniques. I will be aware of individual knowledge of citing through prior writing assignments. New task: Students will be required to cite and quote properly with future assignments. Scaffold: Along with lesson regarding quoting, students will be given a handout deciphering the difference between the three quoting techniques. The handout will also have space for students to write down their own notes as we do the gradual release of responsibility lesson. New Knowledge: Hopefully with enough usage, the scaffold will eventually be removed-leading students to know the difference between the three quoting techniques.

2. 2. Students will be able to determine credible sources and identify relevant evidence by reviewing examples of what is not a credible source versus what is a credible source. Students will have 85% accuracy by the end of the unit. The teacher will evaluate skill development through the summative assessment.

2.1. Scaffold Technique: Explanation Foundation Knowledge/ Key Factors: Depending on a student's experience in research, a student's research ability will vary. I will only know individual skill through previous work. New Task: Students will be required to cite information using only reliable sources. They need to be able to answer: What makes a reliable source? Scaffold: Before the group activity, I will explain what makes a source reliable, and why a reliable source is important to research. New knowledge: At this point, students will be expected to be more careful with their research. Using reliable sources is a tricky task for most people, so baring in mind that most of my students will be using this information for the first time will be remembered.

3. 3. Students will be able to answer questions using text information. Students will have assignments requiring them to re-read the text in order to find answers to questions. Students will have 95% accuracy by the end of unit. The teacher will evaluate this skill several times a week through quizzes and projects.

3.1. Scaffold Technique: Cue Cards Foundation Knowledge/ Key factors: Students will most likely have knowledge surrounding text question and answer prompts- if they are at reading level. New Task: Students should not only be able to answer questions regarding text summary, but they should also be able to answer their own questions while exploring text information. Scaffold: While exploring their group project topic, all students will be prompted to write down their questions regarding the topic or vocabulary they come across. While researching, students may try to answer their questions using the texts before them. New Knowledge: Students will have experience with answering their own questions with test information and perhaps use this skill in future activities.

4. Lesson Plan Two: Three Ways To Quote *90 minute class time (20 min) Introduce lesson to the class (Start Gradual Release of Responsibility Lesson) (I do)-Have a visual presentation on the projection screen of a random, short paragraph. (Paragraph: Tim liked to ride bikes. He rode his bike down the street. He saw Jimmy riding his bike. They decided to ride together.) Take the time to show students how this paragraph is quoted, and how this paragraph can be paraphrased and summarized. (10 min) Lesson continued (We do)-A class quiz will be presented. A power point of phrases will be displayed. The original phrase will be displayed along with its quoted, paraphrased, or summarized version below it. Students will have to tell me whether the phrase was quoted, paraphrased or summarized. I will help them after their decisions are made by explaining to the entire class why the answer is such. I may ask other students to explain to their classmates if I notice certain students retaining the lesson successfully. (40 min) Lesson continued (You do together)-The class will then have a small, group project. Students will be placed into groups of three to four. Each group will choose a topic that will be written on the board. Such topics can be: apples, rulers, or dogs. After choosing a topic, each group will need to find two facts and one opinion regarding their topic. They will need to find their two facts and one opinion using three sources: the internet, the encyclopaedia, and a person. As a group, they need to choose which facts and opinion will be a quote, paraphrase or summary. The goal is for each group to practice their ‘quoting’ skills. (5 min) Homework Announcement (You Do)- Homework will already be written on the board; however, I will verbally announce the homework. The homework will be for each student to find a quote in their text in regards to their character for the monologue project. I will remind students that they can quote the narrator of the text if their particular character does not have any lines. The goal for the monologue project is to find any details pertaining to their character. (Taken from my lesson plan)