- I can cite several pieces of text-based evidence to support an analysis of informational text. (RI.7.1)
- I can express ideas with precision. (W.7.4)
- I can effectively engage in discussions with diverse partners about seventh-grade topics, texts, and issues. (SL.7.1)
Long Term Learning Targets
Supporting Targets
- I can use quotes successfully to support an analysis of the central ideas of "The Border."
- I can write with precision about "The Border" using the "quote sandwich".
- By engaging in a discussion with my partner, I can analyze "The Border" to deepen my understanding of its central idea
Ongoing Assessment
- Identity anchor chart
- Reader's Notes: "The Border" (from homework)
- Short Response Graphic Organizer: "The Border"
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Reviewing Reader's Notes and Unpacking Learning Targets (5 minutes) 2. Work Time A. Drafting "The Border" Short Response (15 minutes) B. Setting Up Discussion Appointments (5 minutes) C. Peer Critique: "The Border" Short Response (15 minutes) 3. Closing and Assessment A. Reflecting on the Writing Process/Reviewing Learning Targets (5 minutes) 4. Homework A. Finish revising "The Border" Short Response (due at the start of Lesson 5). |
- Determine the resources needed to print the Discussion Appointment handouts in color. The colors are needed for students to be able to make and keep their appointments. - Review the Discussion Appointment routine (from Module 1, Unit 2, Lesson 1; included again here as a supporting material for teacher reference).
|
Materials
- Document camera
- Reader's Notes: "The Border" (answers, for teacher reference; from Lesson 3)
- Short Response Graphic Organizer: "The Border" (one per student and one to display)
- Quote Sandwich Guide (from Lesson 3; one per student and one to display)
- Diversity Discussion Appointments handout (one per student, printed in color)
- Peer Critique Guide (one per student and one to display)
Opening
Opening | Meeting Students' Needs |
---|---|
A. Reviewing Reader's Notes and Unpacking Learning Targets (5 minutes)
* "I can use quotes successfully to support an analysis of the central ideas of 'The Border.'" * "I can write with precision about 'The Border' using the 'quote sandwich'." * "By engaging in a discussion with my partner, I can analyze 'The Border' to deepen my understanding of its central idea."
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Drafting "The Border" Short Response (15 minutes)
|
|
B. Setting Up Discussion Appointments (5 minutes)
| |
C. Peer Critique: "The Border" Short Response (15 minutes)
|
|
Closing & Assessments
Closing |
---|
A. Reflecting on the Writing Process/Reviewing Learning Targets (5 minutes)
* "Do you think you met the targets? In other words, do you think your writing time today was productive and helpful? Put a thumb up if yes; thumb down if no; thumb in the middle if you're not sure."
|
Homework
Homework |
---|
Note: The Mid-Unit Assessment is scheduled for Lesson 5, and is scheduled for return and in-class review in Lesson 6. |
Created by EL Education, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to EL Education, Inc.