Blackfish Essay/Pre-write/Organize/DRAFT

What

Blackfish Essay/Pre-write/Organize/DRAFT

When

11/17/2020

Teacher :Sheffield

Course/ Subject: Lit/Comp 10

Date of Instruction: 11/17/20


Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10


Standard/s:

ELAGSE10RL2 Theme and Central Idea, and PLOT ELAGSE10RL4 Figurative Language, Sensory Details and Vocabulary, ELAGSE10RL6 Point of View and Literary Device ELAGSE10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence ELAGSE10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)



Learning Target:

I can write an essay that demonstrates an understanding of in-text citations using provided background materials.


Success Criteria:

I can write a cohesive well supported essay.

I can write an essay using sentence variety and correct grammar.

I can use MLA citations.

Introduction/Connection:

Pirate Prep - Peer Check. How far have you gotten in your planning or drafting stage? What should you get done today?

What items do you have questions about?


DIRECT INSTRUCTION:

Review Argumentative Cheat Sheet - Intro and Body Paragraphs

Mini-lesson on writing a conclusion and a call to action.

Work Period (We Do, You Do)

Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:

Show Students example of completed body paragraph scaffolds.



Scaffold a conclusion and call to action WITH the students.



INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

You do:



Students will finish scaffolding activity and begin to write their rough draft.



Student conference with students that need help with in-text documentation.


Differentiation will be provided for students based on level of understanding

Closing (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:



Finished Scaffolding and start of rough draft.