Week of September 28

Monday, September 28

Students to the media center for book check-out. Students wrote an argumentative piece using critical words from last week.

Homework: Study critical words and read for 20 minutes.

Tuesday, September 29

Students will complete warm up:

Wednesday, September 29

Students worked on the argumentative essay. We looked at the following essay and talked about the parts of an argument. Students also took notes on the parts of an argument.ArgumentWritingStudentGuideCommonCoreGrades

WRITING AN ARGUMENTATIVE ESSAY GUIDED TOUR #2

Thursday, October 1

Standard: CCELAW1: Write arguments to support claims with clear reasons and relevant evidence.

Students will read Obama’s speech to students: What is your big plan?

Students will write a response to Barack Obama in which you explain what you have decided to do based on his speech. Include ideas from his speech and your own ideas.

Include your claim and support your claim using evidence and explanations. Writing should be formal and include 5 paragraphs. Remember to include a counter-claim and a rebuttal. Example: Many adults today feel that kids today do not have a focus, however, I have a clear vision for my future.  Use 2 of this week’s critical words in your essay. Use the following letter format when composing your letter:Format

 

 

Week of September 14

This week’s topic is Argumentative Writing.

Standards:

ELACC6W1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

ELACC6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

 

ELACC6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Monday, September 14:

Students will write and define this week’s critical words using a dictionary. This week’s Critical Words-1. audible 2. benefit 3. synchronize 4. dictate 5. deduce. The quiz over Friday will include these words as well as argumentative writing concepts.

 

Students will create a KWL chart (Know, Want to Know, Learn)

Students will learn new vocabulary concerning Argumentative Writing:

Students read an example from Reader’s Journey, p. 250-251 of an argumentative essay and discuss its strengths.

Students will watch a video on how to select a topic: Selecting a topic

Students will add to the K-W-L chart.

Homework: Students are to write each critical word ten times each.

Extra Credit: Using colored pencils, draw a picture of what one of the words means (up to 5 points on Friday’s quiz).

 

http://www.readwritethink.org/files/resources/lesson-docs/EBAChecklist.pdf

 

Tuesday, September 15

Warm Up: 

Students will watch a Flovocabulary Video on Argumentative Writing

Persuasive Language

Work Session: Slip or Trip?

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Sample Class Arguments: Slip or Trip?

Quiz over Persuasive Writing

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Homework:

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Wednesday, September 16

Students will go to library to check out books.

 

Thursday, September 17

Warm Up: Students are  to copy the sentences on p. 891 from the section entitled, “Vocabulary in Context.” Students will define words.

Work Session: Students are to read pages 892-896 and answer questions 1-6, on p. 897

 

Friday, September 18

Warm Up: Students will copy down notes for argumentative writing. Vocabulary includes: counterclaim, rebuttal, conclusion, source credibility, warrant, claim, evidence, reasons, argument.

Work Session: Finish reading essays (Pages 892-896 and answer questions 1-6, p. 897)

Closing: Kahoot! Review over Argumentative Writing concepts and “What Video Games Can Teach Us” and “The Violent Side of Video Games”

Homework: Read novel from media center for pleasure. Book Project dates and guidelines will be forthcoming…

Critical Word Quiz Postponed until the week after next.

Assignments for the week of September 8

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Tuesday, September 8: Students will take a quick quiz over last week’s critical words (Habitat, recommend, government, separate, necessary). New critical words will be introduced. They are: Wednesday, Definitely, Receive, Committee, Vacuum.

Wednesday, September 9: Students will take Unit 1 Test. Please see my page with review resources. Begin reading “The Good Deed,” by Marion Dane Bauer in class. Read the story online:https://lostofshortstories.wordpress.com/the-good-deed-by-marion-dane-bauer/

Homework for Wednesday September 9: Study this week’s critical words for quiz on Friday: Wednesday, Definitely, Receive, Committee, Vacuum

Thursday, September 10:  

Warm Up: Vocabulary Practice from “The Good Deed”

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Students will take notes over Personal Narratives

and prepare for a timed writing task on Friday. Finish reading “The Good Deed.” Make connections Reading Strategy will be introduced:The Good Deed Reading strategy ws 55

Homework: Finish reading “The Good Deed” for homework and complete the reading comprehension questions in the handout.

Homework for Thursday, September 10: 

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Friday, September 11:  Formative Quiz over “The Good Deed” and Critical Words. Students will be given 50 minutes to write a personal narrative writing task.

Rubric