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Week 13 Focus

Writers Workshop

http://www.gavirtuallearning.org/Resources/SharedMSLA6%28MSCopy%29.aspx 

ELAGSE8W4: 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.)

ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

ELAGSE8W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.


 

Day 2

ELAGSE7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

Day 2

EQ: Why is it important to have strategies to use when approaching short answer and essay questions?

Activator: Journal Entry #2

Teaching and Learning: Start with song clip https://www.youtube.com/watch?v=cuRkZeIg1iw&feature=youtu.be

Acronym with graphic organizer (intro)

Students take “Key Points”  from instructional video: one side graphic organizer, the other create a tee chart title it, “Writing a Good Claim” Left side/ DO WRITE  right side/ NEVER WRITE.

https://www.youtube.com/watch?v=zEDT2lERvts

 CMS Writing Initiative

Summarizer:  “Three Little Pigs” Slides 6-10 practice”

 

ELAGSEW9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

Day 3

EQ: What is noteworthy when I am looking for evidence?

Answer: examples, statistics, facts, expert testimony, logical reasoning.

Activator:Journal Entry #3

Teaching and Learning: Begin Milestones packet lesson to reinforce strategy. Read for a purpose!

Students look beyond the text to identify information they need to fully answer prompts. Guided practice modeling the following procedures: underlining, boxing, circling or highlighting.

Students will annotate pertinent information, and highlight key passages, to gather thought provoking evidence.

Summarizer: Brainstorm with a neighbor; “spot and jot” what makes  evidence noteworthy , so what , why should you use it?  Give examples.

 

Day 4

EQ: Are you able to approach short answer and essay questions with sentence stems?

Activator:Journal Entry #4

Teaching and Learning:

Summarizer: Variance of “four corners” students will run to the correct corner when a stem is read aloud from CMS writing toolbox.

 

Day 5

EQ: Why is it important to have strategies to use when approaching short answer and essay questions?

 

Activator:Journal Entry #5

Teaching and Learning: Continue learning and practicing with Milestones Packet

Summarizer: Check answers with teacher key

 

 

 

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