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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Unit 1 Lessons

Unit 1: Lesson 1 Launching the Module: Quotes about the Middle Ages Targets: ➔

Unit 1: Lesson 1 Launching the Module: Quotes about the Middle Ages Targets: ➔ I can cite text-based evidence to support an analysis of informational text (R. I. 6. 1) ➔ I can effectively engage in discussions with diverse partners about 6 th grade topics, texts, and issues. (S. L. 6. 1) ➔ I can express my own ideas clearly during discussions. (S. L. 6. 1) ➔ I can use a variety of strategies to determine the meaning of unknown words and phrases. (L. 6. 4)

Read the quote on your desk to yourself. Do not share it with anyone.

Read the quote on your desk to yourself. Do not share it with anyone. What is an inference? ?

1) You will hear a question or prompt your quote. 2) Based on what

1) You will hear a question or prompt your quote. 2) Based on what you believe from the evidence in the quote, you will move, to one of the four corners in the room. Four Corners 3) Once you are at your corner, find a partner, and take turns reading your quotes. 4) Discuss with your partner the evidence in the quote that persuaded you to make your choice.

“In this Time” Quotes Vocabulary In groups of 3 Directions: 1) Over the next

“In this Time” Quotes Vocabulary In groups of 3 Directions: 1) Over the next 6 to 7 minutes, look at each other’s quotes. 2) Take turns sharing your boldface words. 3) Work together to try to determine the meaning of the word. 4) Write the meaning you determined above the word on the strip of paper. 5) We will share out our words as a class.

Adversity in the Middle Ages ❖ Over the next several weeks, we will be

Adversity in the Middle Ages ❖ Over the next several weeks, we will be looking at the common theme of adversity across multiple time periods. ➢ What is adversity? ❖ Our first focus will be on Adversity in the Middle Ages, or medieval times. ➢ This is a period in European history from 400 AD to 1500 AD. ➢ Think knights, kings, and queens ❖ To help us understand adversity in the Middle Ages, you need to first understand it. ➢ We will be doing a little research.

What I Know What I Wonder. . .

What I Know What I Wonder. . .

What I Know What I Wonder. . .

What I Know What I Wonder. . .

What I Know King Arthur Witchcraft Monarchies Wore metal armor Riding horses, fighting with

What I Know King Arthur Witchcraft Monarchies Wore metal armor Riding horses, fighting with knights Castles Horses Different beliefs Different groups--Vikings, knights Huge social hierarchy Royalty Crusades No medicine Knights’ heaven is Valhalla Used swords Long beards What I Wonder. . . What they ate What led them into that time period How many wars did they have Who started witchcraft--rumors What was the population What disease the rats had gotten to start the plague Was the armor made out of steel How did the groups of people separate and why did they go against each other? What made them start war? Who led the war? What made them end war? Was this the darkest time? What was life like for people in the hierarchy? Did they believe in God or gods? Polytheistic or monotheistic? Where did they fight?

Reflection ➔ On page 1 Exit Ticket ◆ Complete the 3 -2 -1 Exit

Reflection ➔ On page 1 Exit Ticket ◆ Complete the 3 -2 -1 Exit Ticket in your notebook ● You should write: ○ Three things you learned about the Middle Ages ○ Two questions you have ○ One thing that surprised you

Learning Targets ➔ I can read informational excerpts to make inferences. ➔ I can

Learning Targets ➔ I can read informational excerpts to make inferences. ➔ I can talk with my peers about an informational excerpt. ➔ I can determine the meaning of unknown words in an informational excerpt. ➔ I can share my knowledge and my questions about medieval times.

Unit 1: Lesson 2 Reading For Gist: “Middle Ages” Excerpt 1” Targets: ➔ I

Unit 1: Lesson 2 Reading For Gist: “Middle Ages” Excerpt 1” Targets: ➔ I can cite text-based evidence to support an analysis of informational text (R. I. 6. 1) ➔ I can use a variety of strategies to determine word meaning in informational texts. (RI. 6. 4)

Learning Targets ➔ I can find the gist of Excerpt 1 of “Middle Ages.

Learning Targets ➔ I can find the gist of Excerpt 1 of “Middle Ages. ” ➔ I can determine the meaning of words and phrases in Excerpt 1 of “Middle Ages. ” ➔ I can identify the adversity faced by specific groups of people in Excerpt 1 of “Middle Ages. ” What does adversity mean?

Reading for Gist SW Pages 2&3

Reading for Gist SW Pages 2&3

Reading for Gist SW Pages 2, 3, & 4 Work with your partner to

Reading for Gist SW Pages 2, 3, & 4 Work with your partner to find the gist and circle any unfamiliar words, and then add those words to your Word Catcher.

Digging Deeper SW Pages 5~7

Digging Deeper SW Pages 5~7

Reflection ➔ It’s time to identify the adversity faced by others by discussing with

Reflection ➔ It’s time to identify the adversity faced by others by discussing with your partner: ◆ What adversities do people face in Excerpt 1 of “Middle Ages? ” ◆ What evidence can you quote from the excerpt to support your answer?

➔ Re-read “Middle Ages” Quick Write Page SW #8 ◆ The second paragraph states,

➔ Re-read “Middle Ages” Quick Write Page SW #8 ◆ The second paragraph states, “Many people lived their entire lives in one village or manor. They were born to a certain social position and stayed in that position. Those who wanted something more had few choices. For all but the wealthiest, life was extremely hard. ” How does this part of the text introduce the people of the Middle Ages and prepare us for the ideas in the rest of the excerpt?

Unit 1: Lesson 3 Writing a Summary: “Middle Ages” Excerpt 1 Targets: ➔ I

Unit 1: Lesson 3 Writing a Summary: “Middle Ages” Excerpt 1 Targets: ➔ I can determine the main idea of an informational text based on details in the text. (R. I. 6. 2) ➔ I can summarize an informational text using only information from the text. (RI. 6. 2) ➔ I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI. 6. 5)

Homework Review Both informational and literary text have phrases or sentences can have an

Homework Review Both informational and literary text have phrases or sentences can have an impact on the meaning of the whole text.

Learning Targets ➔ I can determine the main idea of Excerpt 1 of “Middle

Learning Targets ➔ I can determine the main idea of Excerpt 1 of “Middle Ages. ” ➔ I can summarize Excerpt 1 of “Middle Ages. ” ➔ I can explain how a section of text contributes to the meaning of the whole of Excerpt 1 of “Middle Ages. ” What is a main idea? What is a summary?

Summary Writing Graphic Organizer Runs through the text Why is summary writing a useful

Summary Writing Graphic Organizer Runs through the text Why is summary writing a useful skill? When do we need to write summaries? Most important details SW Page 9

In the Middle Ages, which some historians believe began in A. D. 476 and

In the Middle Ages, which some historians believe began in A. D. 476 and ended in 1500, a lot of people , regardless of their position in society, faced adversity. Serfs, lords, ladies, knights, and women all faced adversities, some worse than others.

In the Middle Ages, which some historians believe began in A. D. 476 and

In the Middle Ages, which some historians believe began in A. D. 476 and ended in 1500, a lot of people , regardless of their position in society, faced adversity. Serfs, lords, ladies, knights, and women all faced adversities, some worse than others. Sharing Summaries

In the Middle Ages, which some historians believe began in A. D. 476 and

In the Middle Ages, which some historians believe began in A. D. 476 and ended in 1500, a lot of people , regardless of their position in society, faced adversity. Serfs, lords, ladies, knights, and women all faced adversities, some worse than others. People were born into a social position and stayed there. Using this as your start, work with your partner to complete your summary. Don’t forget to include your key details from your graphic organizer.

Reflection ➔ Pair up with someone at your table to discuss your summaries ➔

Reflection ➔ Pair up with someone at your table to discuss your summaries ➔ Revise your work, based off of your partner’s comments Homework ❖: Re-read “Middle Ages” Excerpt 1 and answer the question on SW page 10: ➢ Which of the groups of people in this excerpt would you like to do further research on? Which group interests you most so far? Why?

Unit 1: Lesson 4 Reading For Gist: “Middle AGes” Excerpt 2 Targets: ➔ I

Unit 1: Lesson 4 Reading For Gist: “Middle AGes” Excerpt 2 Targets: ➔ I can cite text-based evidence to support an analysis of informational text (R. I. 6. 1) ➔ I can use a variety of strategies to determine the word meaning in informational texts. (RI. 6. 4)

Learning Targets ➔ I can find the gist of Excerpt 2 of “Middle Ages.

Learning Targets ➔ I can find the gist of Excerpt 2 of “Middle Ages. ” ➔ I can determine the meaning of words and phrases in Excerpt 2 of “Middle Ages. ” ➔ I can identify the adversity faced by specific groups of people in Excerpt 2 of “Middle Ages. ” Where have you seen these learning targets before?

Reading for Gist What is the gist of this paragraph? What is it mostly

Reading for Gist What is the gist of this paragraph? What is it mostly about? SW Pages 11&12

With a Partner 1) Read the remainder of Excerpt 2 2) Circle unknown words

With a Partner 1) Read the remainder of Excerpt 2 2) Circle unknown words and add those to your word catcher 3) Determine the meaning of those words and write it down 4) Find the gist of each paragraph, and write it in the margins.

Digging Deeper SW Pages 13~14

Digging Deeper SW Pages 13~14

Reflection ➔ Adversity Anchor Chart ◆ What adversities do people in Excerpt 2 of

Reflection ➔ Adversity Anchor Chart ◆ What adversities do people in Excerpt 2 of “Middle Ages” face? ◆ What evidence can you quote from the excerpt to support your answer? Homework ❖ “Middle Ages” Excerpt 2 and answer the question : Re-read on SW page 15: ➢ The second paragraph states, “As private wars became less frequent, trade became easier. ” How does this sentence move the excerpt into describing

Unit 1: Lesson 5 Writing a Summary: “Middle Ages” Excerpt 2 Targets: ➔ I

Unit 1: Lesson 5 Writing a Summary: “Middle Ages” Excerpt 2 Targets: ➔ I can determine the main idea of an informational text based on details in the text. (RI. 6. 2) ➔ I can summarize an informational text using only information from the text. (RI. 6. 2) ➔ I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI. 6. 5)

Quick Write Homework Review Both informational and literary text have phrases or sentences can

Quick Write Homework Review Both informational and literary text have phrases or sentences can have an impact on the meaning of the whole text.

Learning Targets ➔ I can determine the main idea of Excerpt 2 of “Middle

Learning Targets ➔ I can determine the main idea of Excerpt 2 of “Middle Ages. ” ➔ I can summarize Excerpt 2 of “Middle Ages. ” ➔ I can explain how a section of text contributes to the meaning of the whole of Excerpt 2 of “Middle Ages. ” Do you remember the difference between Main Idea and Summary?

Summary Writing Graphic Organizer Runs through the text Why is summary writing a useful

Summary Writing Graphic Organizer Runs through the text Why is summary writing a useful skill? When do we need to write summaries? Most important details

Using your completed Summary Writing GO, work together with your partner to write your

Using your completed Summary Writing GO, work together with your partner to write your summary. Include key details and quotes.

Warm-up Look at all the pages that should be complete listed on the board.

Warm-up Look at all the pages that should be complete listed on the board. Check that they are all complete, if not work on them now. If everything is done re-read excerpt 2 (pg. 1213) and be ready to discuss the questions on page 14 -15.

➔ Review the Researcher’s Notebook to see what you will need to fill in.

➔ Review the Researcher’s Notebook to see what you will need to fill in. Do not fill it in at this time. This can also be found in your Student Workbook on Pages 17 -20.

Unit 1: Lesson 6 Expert Groups: Research 1 Targets: ➔ I can conduct short

Unit 1: Lesson 6 Expert Groups: Research 1 Targets: ➔ I can conduct short research projects to answer a question. (W. 6. 7) ➔ I can use several sources in my research. (W. 6. 7) ➔ I can refocus or refine my question when appropriate. (W. 6. 7)

Warm-up Read the informative essay about Serfs and Peasants on page 28 and the

Warm-up Read the informative essay about Serfs and Peasants on page 28 and the informative essay about Lords and Ladies on page 32. Decide which group you would like to research further.

➔ On page 17 ◆ Exit Ticket: A Focus Research Group ● Think back

➔ On page 17 ◆ Exit Ticket: A Focus Research Group ● Think back to your homework where you wrote about what you found most interesting: ○ Now using Excerpt 2 and the short essays you just read, which group would you like to focus on? ○ Make sure to focus on groups that face adversity?

Learning Targets ➔ I can collaborate to create group norms. ➔ I can identify

Learning Targets ➔ I can collaborate to create group norms. ➔ I can identify details in a text that answer my research question. ➔ I can summarize the relevant details for my research. Remember: Norms are important, they help us collaborate!

The Researcher’s Notebook SW Pages 17~20 o d t Wha you e? c noti

The Researcher’s Notebook SW Pages 17~20 o d t Wha you e? c noti Wh a you t do wo nde r?

Summary Writing Graphic Organizer Write your question here.

Summary Writing Graphic Organizer Write your question here.

“Serfs and Peasants, Text 2” World Book Online 2013 World Book, Inc Not only

“Serfs and Peasants, Text 2” World Book Online 2013 World Book, Inc Not only did peasants have to farm the land, but they also had to do whatever the lord asked. Exa le p m “Peasants also performed whatever other tasks the lord demanded, such as cutting wood, storing grain, or repairing roads and bridges. ” “Peasants had few rights and were completely at the mercy of their lords. ” Summary Writing Graphic Organizer With your expert group, complete this portion.

Expert Groups ➔What might some good norms be to make sure that you work

Expert Groups ➔What might some good norms be to make sure that you work together successfully? ◆ Listen carefully ◆ Ask questions when you are not sure about something to get more information ◆ Be respectful ◆ Acknowledge other people’s ideas and

In Your Expert Groups ➔Groups will be working with different pieces of text to

In Your Expert Groups ➔Groups will be working with different pieces of text to find as much information as possible in a short amount of time. ➔This replaces our Summary Graphic Organizer ➔Your task card will guide you in your

Jigsaw Part 2: Sharing Research with Expert Groups ➔ Read Part B of the

Jigsaw Part 2: Sharing Research with Expert Groups ➔ Read Part B of the research task card to yourself ➔ Share your research with your expert group ➔ Follow the directions on Part B of your task card to share the research and to record any information in your Researcher’s

Unit 1: Lesson 7 Expert Groups: Research 2 Targets: ➔ I can conduct short

Unit 1: Lesson 7 Expert Groups: Research 2 Targets: ➔ I can conduct short research projects to answer a question. (W. 6. 7) ➔ I can use several sources in my research. (W. 6. 7) ➔ I can refocus or refine my question when appropriate. (W. 6. 7)

Learning Targets ➔ I can identify details in a text that answer my research

Learning Targets ➔ I can identify details in a text that answer my research question. ➔ I can summarize the relevant details for my research. These are the same as the last lesson, as we are continuing our work from last time.

Expert Groups ➔Re-read your refined research question to refine your search for information from

Expert Groups ➔Re-read your refined research question to refine your search for information from your text for Part A. ➔Re-read your task card to review how to research the text in your research folder. ➔Continue researching.

Expert Groups Take turns sharing your findings with your expert groups. Make sure you

Expert Groups Take turns sharing your findings with your expert groups. Make sure you write down your group’s responses.

Finishing the Researcher’s Notebook ➔ Review your RN to make sure that every section

Finishing the Researcher’s Notebook ➔ Review your RN to make sure that every section has been completed, using as many texts as possible. Homework: Finish your RN and read: Mid-Unit 1 Assessment Text #1 -3 to prepare for tomorrow.

Unit 1: Lesson 8 Mid-Unit Assessment: Research Targets: ➔ I can cite text-based evidence

Unit 1: Lesson 8 Mid-Unit Assessment: Research Targets: ➔ I can cite text-based evidence to support an analysis of informational text (R. I. 6. 1) ➔ I can determine the main idea of an informational text based on details from the text. (RI. 6. 2) ➔ I can summarize an informational text using only information from the text. (RI. 6. 2) ➔ I can use a variety of strategies to determine word meaning in informational text. (RI. 6. 4) ➔ I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI. 6. 5) ➔ I can conduct short research projects to answer a question. (W. 6. 7) ➔ I can use several sources in my research. (W. 6. 7) ➔ I can refocus of refine my question when appropriate. (W. 6. 7)

Learning Targets ➔ I can determine the meaning of words and phrases in an

Learning Targets ➔ I can determine the meaning of words and phrases in an excerpt of text. ➔ I can explain how a section of text contributes to the meaning of the whole text. ➔ I can identify details in texts that answer my research question. ➔ I can identify the main idea of a text and summarize the relevant details for my research. Looking into the Black Death, dun, dun. . .

Mid-Unit 1 Assessment Instructions ● Part 1: Read the excerpt of text to answer

Mid-Unit 1 Assessment Instructions ● Part 1: Read the excerpt of text to answer questions 1 -8 ● Part 2: Review the reading packet and your annotations from October. Also review Unit 1 Lesson 5 in the workbook. Be prepared to complete part 2 tomorrow.

Mid-Unit 1 Assessment Instructions ● Part 2: Use three Mid-Unit 1 Assessment Texts to

Mid-Unit 1 Assessment Instructions ● Part 2: Use three Mid-Unit 1 Assessment Texts to answer the question: What adversity did people face as a result of the Black Death? ○ Begin by refining the research question so that the information you gather will be relevant to the specific group of people you have been researching in the first half of the unit.

Mid-Unit 1 Assessment Instructions ● Part 1: Read the excerpt of text to answer

Mid-Unit 1 Assessment Instructions ● Part 1: Read the excerpt of text to answer questions 1 -8 ● Part 2: Use three Mid-Unit 1 Assessment Texts to answer the question: What adversity did people face as a result of the Black Death? ○ Begin by refining the research question so that the information you gather will be relevant to the specific group of people you have been researching in the first half of the unit.

Fist to Five ➔ Assessing your learning ★0 far from target ★5 solidly met

Fist to Five ➔ Assessing your learning ★0 far from target ★5 solidly met our target

Reflection ➔ I can determine the meaning of words and phrases in an excerpt

Reflection ➔ I can determine the meaning of words and phrases in an excerpt of text. ➔ I can explain how a section of text contributes to the meaning of the whole text. ➔ I can identify details in texts that answer my research question. ➔ I can identify the main idea of a text and summarize the relevant details for my research. Homework ❖ None :

Unit 1: Lesson 9 Writing to Inform: Analyzing a Model Using a Rubric Targets:

Unit 1: Lesson 9 Writing to Inform: Analyzing a Model Using a Rubric Targets: ➔ I can write informative/explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized. (W. 6. 2) ➔ I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W. 6. 9)

Learning Targets ➔ I can find the gist of the model essay. ➔ I

Learning Targets ➔ I can find the gist of the model essay. ➔ I can use a rubric to score a model essay and identify why the model is a good example. Wh ar y do eg yo o i mo ng u th de to ink le r ss ead we ay ? a

Reading the Model Essay for Gist What is the Model Essay mainly about? SW

Reading the Model Essay for Gist What is the Model Essay mainly about? SW Pages 24~28

End of Unit 1 Assessment Prompt So far in this unit, you have been

End of Unit 1 Assessment Prompt So far in this unit, you have been researching to find out about the adversities that particular groups of people in the Middle Ages faced. Use this research to write an essay to inform others: Describe three different adversities faced by the particular group you focused on, and an explanation of why they faced those adversities. Your essay should: ● Describe three different adversities faced by your group ● Explain why they faced those adversities ● Include at least one piece of relevant and compelling

6 th Grade Expository Writing Evaluation Rubric Review the “ 3” Column

6 th Grade Expository Writing Evaluation Rubric Review the “ 3” Column

6 th Grade Expository Writing Evaluation Rubric Review the “ 3” Column

6 th Grade Expository Writing Evaluation Rubric Review the “ 3” Column

6 th Grade Expository Writing Evaluation Rubric Review the “ 3” Column

6 th Grade Expository Writing Evaluation Rubric Review the “ 3” Column

Reflection ➔ Share your assessment of the model essay with the class Homework :

Reflection ➔ Share your assessment of the model essay with the class Homework : ❖ Read The Adversities ❖ Look at the information you have collected in your RN. Which three adversities do you think you would like to focus on? Why? (SW Pg. 29)

Unit 1: Lesson 10 Evaluating Evidence: Adversities Faced in the Middle Ages Targets: ➔

Unit 1: Lesson 10 Evaluating Evidence: Adversities Faced in the Middle Ages Targets: ➔ I can write informative/explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized. (W. 6. 2) ➔ I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W. 6. 9)

Learning Targets ➔ I can evaluate my research to choose the most relevant evidence

Learning Targets ➔ I can evaluate my research to choose the most relevant evidence for my essay. ➔ I can organize the evidence I have chosen into quote sandwiches. What does evaluate mean?

End of Unit 1 Assessment Prompt So far in this unit, you have been

End of Unit 1 Assessment Prompt So far in this unit, you have been researching to find out about the adversities that particular groups of people in the Middle Ages faced. Use this research to write an essay to inform others: Describe three different adversities faced by the particular group you focused on, and an explanation of why they faced those adversities. Your essay should: ● Describe three different adversities faced by your group ● Explain why they faced those adversities What does this mean? ● Include at least one piece of relevant and compelling

“Serfs and Peasants, Text 2” World Book Online 2013 World Book, Inc Not only

“Serfs and Peasants, Text 2” World Book Online 2013 World Book, Inc Not only did peasants have to farm the land, but they also had to do whatever the lord asked. Exa le p m “Peasants also performed whatever other tasks the lord demanded, such as cutting wood, storing grain, or repairing roads and bridges. ” “Peasants had few rights and were completely at the mercy of their lords. ” Researcher’s Notebook Which of these pieces of evidence is relevant to this adversity?

Quote Sandwich Compare this Quote Sandwich sample to the Model Essay on SWB page

Quote Sandwich Compare this Quote Sandwich sample to the Model Essay on SWB page 24. How has the author used the quote sandwich to plan the body paragraph? Model Quote Sandwich

Working on Quote Sandwiches ➔ Use one organizer per adversity to map out the

Working on Quote Sandwiches ➔ Use one organizer per adversity to map out the three body paragraphs of your essay SW Pages ➔ Think about these things: 31 -33 ◆ How can you introduce the adversity? ◆ How can you include the evidence you have selected? ◆ How can you explain the evidence you have selected? Homework ❖ Complete three graphic organizers, one for each : adversity.

Unit 1: Lesson 11 Drafting Body Paragraphs Targets: ➔ I can write informative/explanatory text

Unit 1: Lesson 11 Drafting Body Paragraphs Targets: ➔ I can write informative/explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized. (W. 6. 2) ➔ I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W. 6. 4) ➔ I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W. 6. 9)

Learning Targets ➔ I can use my Quote sandwich organizers to draft the body

Learning Targets ➔ I can use my Quote sandwich organizers to draft the body paragraphs of my essay. ➔ I can maintain a formal style in my writing. What is formal style?

End of Unit 1 Assessment Prompt So far in this unit, you have been

End of Unit 1 Assessment Prompt So far in this unit, you have been researching to find out about the adversities that particular groups of people in the Middle Ages faced. Use this research to write an essay to inform others: Describe three different adversities faced by the particular group you focused on, and an explanation of why they faced those adversities. Your essay should: ● Describe three different adversities faced by your group ● Explain why they faced those adversities ● Include at least one piece of relevant and compelling

Quote Sandwich Compare this Quote Sandwich sample to the Model Essay on SWB page

Quote Sandwich Compare this Quote Sandwich sample to the Model Essay on SWB page 24. How did the author of the Model Essay use the quote sandwich to write the 3 rd paragraph of the essay? Model Quote Sandwich

Language Mini Lesson In what ways does the first sound more formal? Things to

Language Mini Lesson In what ways does the first sound more formal? Things to remember: ● Do not use contractions (instead of don’t, use do not) ● Do not use slang (instead of awesome, use very good) ● Use varied and mature language (instead of good, use wonderful)

Things to remember: ● Do not use contractions (instead of don’t, use do not)

Things to remember: ● Do not use contractions (instead of don’t, use do not) ● Do not use slang (instead of awesome, use very good) ● Use varied and mature language (instead of good, use wonderful) Using your three Quote Sandwiches: ● Draft the three body paragraphs for your essay ● Use the Formal Anchor Chart to ensure you maintain a formal writing style ● You may discuss your writing with your partner, but you must write these paragraphs on your own.

Partner Share ➢ Choose one paragraph for your partner to read. ○ Make sure

Partner Share ➢ Choose one paragraph for your partner to read. ○ Make sure it is the one you are least sure about. ➢ Reviewers should focus on formal style and be specific about your feedback, so that it is helpful Homework : ❖ Finish writing the three body paragraphs of your essay.

Unit 1: Lesson 12 Drafting Introduction and Conclusion Targets: ➔ I can write informative/explanatory

Unit 1: Lesson 12 Drafting Introduction and Conclusion Targets: ➔ I can write informative/explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized. (W. 6. 2) ➔ I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W. 6. 4) ➔ I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W. 6. 9)

Learning Targets ➔ I can draft the introduction and conclusion of my essay. What

Learning Targets ➔ I can draft the introduction and conclusion of my essay. What do you think you will be doing today?

What does an Introductory Paragraph need? What is the purpose of the introduction? What

What does an Introductory Paragraph need? What is the purpose of the introduction? What does the author include in the introductory paragraph?

1) Re-read your body paragraphs 2) Re-read the End of Unit 1 Assessment Prompt

1) Re-read your body paragraphs 2) Re-read the End of Unit 1 Assessment Prompt 3) Pair up with a different student than your normal partner (Hand Up, Pair Up) 4) Verbal rehearse with your partner your introductory paragraph Introductory Paragraph Drafting

Using your verbal rehearsal: ➢ Write your introductory paragraph ➢ Think about: ○ How

Using your verbal rehearsal: ➢ Write your introductory paragraph ➢ Think about: ○ How can you begin the paragraph? ○ How did the author begin the model essay? ○ What is important for the reader to know right at the beginning? ■ Why? Introductory Paragraph Drafting

What does a Conclusion Paragraph need? What is the purpose of the conclusion? How

What does a Conclusion Paragraph need? What is the purpose of the conclusion? How does the author end the essay in the concluding paragraph?

1) Re-read your body paragraphs 2) Re-read the End of Unit 1 Assessment Prompt

1) Re-read your body paragraphs 2) Re-read the End of Unit 1 Assessment Prompt 3) Pair up with a different student than your normal partner (Hand Up, Pair Up) 4) Verbal rehearse with your partner your conclusion paragraph Conclusion Paragraph Drafting

Using your verbal rehearsal: ➢ Write your conclusion paragraph ➢ Think about: ○ How

Using your verbal rehearsal: ➢ Write your conclusion paragraph ➢ Think about: ○ How can you begin the concluding paragraph? ○ How did the author end the model essay? ○ What idea are you going to leave the reader with? ■ Why? Conclusion Paragraph Drafting

Writing a Works Cited List ➢ Remember the third bullet on the assessment list?

Writing a Works Cited List ➢ Remember the third bullet on the assessment list? ➢ Review the format of the Works Cited List for: ○ Author’s last name, author’s first name, and middle initial. “Name of Text. ” Where was it found and when was it published. When was the text found. ➢ Create your Works Cited list from your RN Homework : ❖ Finish writing the introductory and concluding paragraphs of your essay.

Unit 1: Lesson 13 Launching the Module: Quotes about the Middle Ages Targets: ➔

Unit 1: Lesson 13 Launching the Module: Quotes about the Middle Ages Targets: ➔ I can write informative/explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized. (W. 6. 2) ➔ I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W. 6. 4) ➔ I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W. 6. 9)

Learning Targets ➔ I can write the best draft of my essay. ➔ I

Learning Targets ➔ I can write the best draft of my essay. ➔ I can use transitional words and phrases to make my essay flow smoothly. ➔ I can provide constructive feedback to a peer. What does constructive mean in this context?

Reviewing Transitions Transitional phrases and words help make a sentence or Re-read “Model Adversity

Reviewing Transitions Transitional phrases and words help make a sentence or Re-read “Model Adversity paragraph flow. Essay: into the next. Faced by Townspeople in the Middle Ages” and underline the transitional words and phrases

Grades 6 -8 Expository Writing Evaluation Rubric Review Reminder: A peer critique is when

Grades 6 -8 Expository Writing Evaluation Rubric Review Reminder: A peer critique is when we look over someone else’s work and provide feedback.

Peer Review ★ Reminder: Be kind, helpful, and specific ○ Example: “You have introduced

Peer Review ★ Reminder: Be kind, helpful, and specific ○ Example: “You have introduced the topic in a way that sets up answering the question presented in the prompt. ” ★ Use the following statements: ○ “I wonder. . . ” ○ “Have you thought about…”

Use the Stars and Steps to focus on the introductory and concluding paragraphs

Use the Stars and Steps to focus on the introductory and concluding paragraphs

Writing Your Final Draft ➢ Apply the feedback from the stars and steps peer

Writing Your Final Draft ➢ Apply the feedback from the stars and steps peer critique to your final draft ➢ This is your final assessment, so you will be working independently for the remainder of class. Homework : ❖ Finish typing your essay and then submit it on Google Classroom