CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of what the...
1. Unit Objectives
1.1. 1. SWBAT analyze what the text says explicitly
1.2. 2. SWBAT draw inferences from the text
1.3. 3. SWBAT build arguments in a written paragraph outline.
1.4. 4. SWBAT cite textual evidence using MLA format to support their analysis in a written paragraph.
2. Middle Group
2.1. Differentiation Strategies and Assessments
2.1.1. 1. Students will get into “small fire groups” identify the main explicit argument(s) of a self-selected text in a mind map. (Formative assessment) Input: Students will be divided into pairs of choice and asked to work collaboratively in a single mind map using mindmeister/ iodraw. They will analyse the text together to identify the main explicit ideas of the text with quotations to support their claims.
2.1.2. 2. Direct instruction on making inferences using video. https://edpuzzle.com/classes Input: I will be using a video which has embedded activities and area for discussion that will enable me to teach students about what inferences are, and how to make them while reading. The video will be uploaded to EDpuzzle.com where various questions have been embedded to ensure student engagement while also formatively assessing their comprehension of the provided information. Students will first have to create their EDpuzzle account using their school google account and join the SSK 7.1 class using the class code: b60W47
2.1.3. 3. Discussion on components of a paragraph - model paragraph and explain its key features Input: I will facilitate a discussion on the key features of an analytical paragraph. https://drive.google.com/file/d/0B2lLqcgdvsuMOTFJMzJlSUMyQ00/view?usp=sharing After which I will project a model paragraph and explain key features https://drive.google.com/drive/u/0/folders/0B2lLqcgdvsuMSldhN0tnOXY3QU0 • Use part of the gradual release approach (We Do, You Do) to aid students in how to outline paragraphs that paraphrases the main ideas of the text and analyse the text using the information from their graphic organizer. (Formative assessment) Input: a selected article from tweentribune will be used for the “we do” component of this activity based on the general lexile level of the group. The students will fill the “It says – I say- And so” graphic organizer using the information from the article https://drive.google.com/file/d/0B2lLqcgdvsuMWGp4blg3RTZoMWc/view?usp=sharing to organize what is said explicitly, inferences made and build the argument in a small 4 member group. Next they will add to the paragraph outline graphic organizer https://drive.google.com/file/d/0B2lLqcgdvsuMa1NVQ0lLdmlnN3M/view?usp=sharing The students will then breakoff into pairs and will be asked to select new articles. Together the pair will use the “It says – I say- And so” graphic organizer to organize the features of their article. Finally students will use the outline graphic organizer to outline their paragraph which will analyze what is said explicitly and implicitly in the text by building an argument.
2.1.4. 4. Review with students on how to use the MLA format on word when citing textual evidence. Whole class activity. Input: I will project a word document onto the board with a paragraph from an article and demonstrate how to correctly cite using the MLA option on word. Next, I will get students to come up and practice the skill on my computer so that the rest of the class can also join in and help each other.
2.1.5. 5. Add textual evidence to support argument made in the analytical paragraph and use MLA format to cite the evidence. (Formative Assessment) Input: As a formative assessment students will be asked to include textual evidence into the written paragraph which was outlined the last lesson and correctly use the Word referencing option to cite the evidence in the MLA format. Requirements: At least ONE paraphrased in-text citation and TWO directly quoted in-text citation.
2.1.6. 6. Improve the paragraph using transition words Input: Ask students to log onto Edpuzzle and complete the lesson video on transition words https://edpuzzle.com/media/556fcf40c7131083158a0175 class code b60W47 taken from https://www.youtube.com/watch?v=VVaoCd-S3Ko Next, they will move on to editing their own analytical paragraphs. They will also be provided with a word bank for use.
3. Lower Group
3.1. Differentiation Strategies and Assessments
3.1.1. 1. Students will work in a group with teacher support to identify the main explicit argument(s) of a pre-selected text in a mind map. (Formative assessment) Input: Students will work in a group and will be asked to work collaboratively in a single mind map using mindmeister/ iodraw. They will analyse the text together to identify the main explicit ideas of the text with quotations to support their claims.
3.1.2. 2. Direct instruction on making inferences: Board notes from initial prompt “What is inferring?” • Reading between the lines • Recognizing what the author almost says but does not say exactly. • Give examples and get students to create their own examples to demonstrate understanding. o Project Definition of Inference https://drive.google.com/file/d/0B2lLqcgdvsuMTzdtZXVCSFBWT0E/view?usp=sharing and Textual Evidence https://drive.google.com/file/d/0B2lLqcgdvsuMdGRvYzd4VDZWOU0/view?usp=sharing
3.1.3. 3. Discussion on components of a paragraph - model paragraph and explain its key features Input: I will facilitate a discussion on the key features of an analytical paragraph. https://drive.google.com/file/d/0B2lLqcgdvsuMOTFJMzJlSUMyQ00/view?usp=sharing After which I will project a model paragraph and explain key features https://drive.google.com/drive/u/0/folders/0B2lLqcgdvsuMSldhN0tnOXY3QU0 • Use the gradual release approach (I Do, We Do, You Do) to train students in how to outline paragraphs that paraphrases the main ideas of the text and analyse the text using the information from their graphic organizer. (Formative assessment) Input: a selected article from tweentribune will be used for the “I do” and “we do” components of this activity http://tweentribune.com/node/7465801?test=1. This article was used by the lowest tier students for their final summative task in the previous unit. The familiarity should keep them engaged and give them expert status for the article. I will fill the “It says – I say- And so” graphic organizer using the information from the article https://drive.google.com/file/d/0B2lLqcgdvsuMWGp4blg3RTZoMWc/view?usp=sharing to organize what is said explicitly, inferences made and build the argument. Next I will add to my paragraph outline as a demonstration and then use group involvement to build and complete the outline graphic organizer https://drive.google.com/file/d/0B2lLqcgdvsuMa1NVQ0lLdmlnN3M/view?usp=sharing The students will then be paired off according to lexile levels and will be asked to select new articles. Together the pair will use the “It says – I say- And so” graphic organizer to organize the features of their article. Finally students will use the outline graphic organizer to outline their paragraph which will analyze what is said explicitly and implicitly in the text by building an argument.
3.1.4. 4. Review with students on how to use the MLA format on word when citing textual evidence. Whole class activity. Input: I will project a word document onto the board with a paragraph from an article and demonstrate how to correctly cite using the MLA option on word. Next, I will get students to come up and practice the skill on my computer so that the rest of the class can also join in and help each other.
3.1.5. 5. Add textual evidence to support argument made in the analytical paragraph and use MLA format to cite the evidence. (Formative Assessment) Input: As a formative assessment students will be asked to include textual evidence into the written paragraph which was outlined the last lesson and correctly use the Word referencing option to cite the evidence in the MLA format. Requirements: At least ONE paraphrased in-text citation and ONE directly quoted in-text citation.
3.1.6. 6. Improve the paragraph using transition words Input: Have a brainstorming discussion based on transitions and explain the role and function of transition words. Use a model paragraph to demonstrate and highlight transitional words and phrases. Next, ask students to log onto Edpuzzle and complete the lesson video on transition words https://edpuzzle.com/media/556fcf40c7131083158a0175 class code b60W47 taken from https://www.youtube.com/watch?v=VVaoCd-S3Ko After which, they will move on to editing their own analytical paragraphs. They will also be provided with a word bank for use.
4. Higher Group
4.1. Differentiation Strategies and Assessments
4.1.1. 1. Students will individually identify the main explicit argument(s) of a self-selected text in a mind map. (Formative assessment) Input: Students will create a mind map using mindmeister/ iodraw. They will analyse the text to identify the main explicit ideas of the text with quotations to support their claims.
4.1.2. 2. Project Definition of Inference https://drive.google.com/file/d/0B2lLqcgdvsuMTzdtZXVCSFBWT0E/view?usp=sharing and have students complete the Inferences worksheet individually and discuss it before moving on to the next activity. https://drive.google.com/file/d/0B2lLqcgdvsuMNU42Vm5ZVjdvb28/view?usp=sharing
4.1.3. 3. Discussion on components of a paragraph - model paragraph and explain its key features Input: I will facilitate a discussion on the key features of an analytical paragraph. https://drive.google.com/file/d/0B2lLqcgdvsuMOTFJMzJlSUMyQ00/view?usp=sharing After which I will project a model paragraph and explain key features https://drive.google.com/drive/u/0/folders/0B2lLqcgdvsuMSldhN0tnOXY3QU0 • Use part of the gradual release approach (We Do, You Do) to aid students in how to outline paragraphs that paraphrases the main ideas of the text and analyse the text using the information from their graphic organizer. (Formative assessment) Input: a selected article from tweentribune will be used for the “we do” component of this activity based on the general lexile level of the group. The students will fill the “It says – I say- And so” graphic organizer using the information from the article https://drive.google.com/file/d/0B2lLqcgdvsuMWGp4blg3RTZoMWc/view?usp=sharing to organize what is said explicitly, inferences made and build the argument in pairs. Next they will add to the paragraph outline graphic organizer https://drive.google.com/file/d/0B2lLqcgdvsuMa1NVQ0lLdmlnN3M/view?usp=sharing The students will then breakoff and will be asked to select new articles individually. The students will use the “It says – I say- And so” graphic organizer to organize the features of their article. Finally students will use the outline graphic organizer to outline their individual paragraph which will analyze what is said explicitly and implicitly in the text by building an argument.
4.1.4. 4. Review with students on how to use the MLA format on word when citing textual evidence. Whole class activity. Input: I will project a word document onto the board with a paragraph from an article and demonstrate how to correctly cite using the MLA option on word. Next, I will get students to come up and practice the skill on my computer so that the rest of the class can also join in and help each other.
4.1.5. 5. Add textual evidence to support argument made in the analytical paragraph and use MLA format to cite the evidence. (Formative Assessment) Input: As a formative assessment students will be asked to include textual evidence into the written paragraph which was outlined the last lesson and correctly use the Word referencing option to cite the evidence in the MLA format. Requirements: At least TWO paraphrased in-text citation and THREE directly quoted in-text citation.
4.1.6. 6. Improve the paragraph using transition words Input: Ask students to log onto Edpuzzle and complete the lesson video on transition words https://edpuzzle.com/media/556fcf40c7131083158a0175 class code b60W47 taken from https://www.youtube.com/watch?v=VVaoCd-S3Ko Next, they will move on to editing their own analytical paragraphs.