- I can offer kind, helpful, and specific feedback to my peers, focusing on the effective use of different kinds of phrases, clauses, and sentences in their essays. (L.7.1a, L.7.1b)
- I can revise my essay, focusing on effectively expressing my ideas using different kinds of phrases, clauses, and sentences. (W.7.5, L.7.1a, L.7.1b)
Focus Standards: These are the standards the instruction addresses.
- W.7.5, L.7.1a, L.7.1b
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.7.10
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 2, Lessons 15-16
- Work Time C: Revisions and Edits to End of Unit 2 Assessment, Part I (W.7.5, L.7.1a, L.7.1b)
- Work Time C: End of Unit 2 Assessment, Part III: Types of Sentences, Phrases, and Clauses - Alternative Assessment (L.7.1a, L.7.1b)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Analyze a Model - L.7.1 (10 mins) B. Tuning Protocol - W.7.5 (30 mins) C. End of Unit 2 Assessment, Part II: Revise and Edit (30 minutes) 3. Closing and Assessment A. Independent Research Reading Share - RI.7.10 (15 minutes) 4. Homework A. Reflect on Writing Process: Students reflect on their improvement over the course of the writing process from planning to writing to revision. Students also set goals for future writing. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Ensure that there is a copy of Entrance Ticket: Unit 2, Lessons 15-16 at each student's workspace.
- Strategically pair students for the Tuning Protocol in Work Time B. Review the Tuning Protocol (see Classroom Protocols).
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time C: If students used a word processor to write their pieces, they will revise using the same tool. To show their revisions from this lesson, students should use track changes.
- Work Time C: Students use speech-to-text facilities activated on devices or an app or software such as http://eled.org/0103.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, 7.I.B.7, 7.I.B.8, 7.I.C.11, 7.I.C.12, 7.II.A.1, 7.II.A.2, 7.II.B.3, 7.II.B.4, 7.II.B.5, 7.II.C.6, and 7.II.C.7.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes teacher and whole-class modeling and then a collaborative Tuning protocol to assist students in revising their essays. Also, the alternative assessment of the language standards follows the same format as the homework students have completed throughout the unit.
- ELLs may find it challenging to give their peers feedback. They may not be accustomed to evaluating another's work. As necessary, assure students that giving feedback on a person's work is not the same as passing judgment on the person themselves and that feedback helps writers grow and improve.
Vocabulary
N/A
Materials from Previous Lessons
Teacher
Student
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
- Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
- Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 5, Work Time A)
- Work to Become Effective Learners anchor chart (from Module 1, Unit 1, Lesson 5, Work Time A)
- Peer Critique anchor chart (one for display; from Module 1, Unit 2, Lesson 14, Work Time B)
- Peer Critique anchor chart (example for teacher reference) (from Module 1, Unit 2, Lesson 14, Work Time B)
- Directions for Tuning Protocol (one for display; from Module 2, Unit 2, Lesson 15, Work Time B)
- Independent Reading Sample Plans (for teacher reference) (from Tools page)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- Argument essay drafts (one per student; from Module 3, Unit 2 Lessons 13-14)
- Argument Essay Writing Checklist (one per student; from Module 3, Unit 2, Lesson 9, Closing and Assessment A)
- Texts and artwork from Module 3, Units 1 and 2: Shuffle Along, "Lift Every Voice and Sing," "Calling Dreams," "Hope," "I Shall Return," Ethiopia Awakening, African Phantasy: Awakening, "The Negro Speaks of Rivers," "His Motto," and "The Boy and the Bayonet"
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lessons 15-16 (example for teacher reference)
- End of Unit 2 Assessment, Part II: Revise and Edit (for teacher reference) (see Assessment Overview and Resources)
- Revision Rubric (for teacher reference) (see Assessment Overview and Resources)
- End of Unit 2 Assessment, Part III: Types of Sentences, Phrases, and Clauses (for teacher reference) (optional; see Assessment Overview and Resources)
- Entrance Ticket: Unit 2, Lessons 15-16 (one per student)
- Directions for Tuning Protocol (one per student and one for display)
- End of Unit 2 Assessment, Part II: Revise and Edit (one per student and one for display; see Assessment Overview and Resources)
- End of Unit 2 Assessment, Part III: Types of Sentences, Phrases and Clauses (optional; one per student and one for display; see Assessment Overview and Resources)
- Colored pen or pencil (one per student)
- Sticky notes (two per student; preferably two different colors)
- Homework: Reflect on Writing Process (one per student; see Homework Resources)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Levels of Support |
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A. Engage the Learner (5 minutes)
"Which academic mindsets are required to provide feedback, and why?" (To provide feedback, you must feel that the work has value for you; otherwise, the feedback you give won't be very strong.) "Which character traits are required to provide feedback, and why?" (To provide valuable feedback, you must be able to collaborate and have empathy and compassion, because you need to work well with others to give and take feedback and be aware and considerate of the feelings of those receiving the feedback.) "Which academic mindsets are required to receive feedback, and why?" (To be able to take feedback and use it to improve your work, you must feel that your ability and competence grow through effort.) "Which character traits are required to receive feedback, and why?" (To receive feedback, you must be able to persevere so that you keep working to improve your writing.)
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For Lighter Support
For Heavier Support
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Work Time
Work Time | Levels of Support |
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A. Analyze a Model - L.7.1 (10 minutes)
"I can offer kind, helpful, and specific feedback to my peers, focusing on the effective use of different kinds of phrases, clauses, and sentences in their essays."
"Why do writers use different types of phrases, clauses, and sentences?" (to show the relationship of ideas to each other; to vary their writing; to make it more interesting)
"How can you make sure that you use a variety of phrases, clauses, and sentences in your own writing?" (I can text code for the kinds of phrases, clauses, and sentences that I'm using, notice the ones I'm missing, and add those to my writing.)
"Who can tell us what your classmate said in your own words?" (Responses will vary.)
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B. Tuning Protocol - W.7.5 (30 minutes)
"I can offer kind, helpful, and specific feedback to my peers, focusing on the effective use of different kinds of phrases, clauses, and sentences in their essays."
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For Lighter Support
For Heavier Support
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C. End of Unit 2 Assessment, Part II: Revise and Edit (30 minutes)
"I can revise my essay, focusing on effectively expressing my ideas using different kinds of phrases, clauses, and sentences."
"Which types of sentences do you have in your essay?" "Do you have a variety of sentences in your essay?" "Do your sentences show how information is related?" "Are your sentences complete and grammatically correct?"
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Independent Research Reading Share - RI.7.10 (15 minutes)
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Homework
Homework |
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A. Reflect on Writing Process
B. Independent Research Reading
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