Sixth Grade: Module 3A, Research Writing
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Sixth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Sixth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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Sixth Grade ELA Module 3A, Unit 3:
Writing a Newspaper Article
Researching and Interpreting Information: How the 1906 San Francisco Earthquake and Fire Affected the Community of San Francisco.
See classwork and homework below.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module Three, Units 1 and 2 are being utilized in Mr. Smith's ELA class. Unit 3 is the writing portion of Module Three.
Focus:
Writing Task: Writing a Newspaper Article (W.6.2, W.6.3, W.6.4, W.6.5, W.6.6, W.6.9, W.6.11c, RL.6.3, SL6.1, L.6.2, and L.6.3)
Writing a Newspaper Article
Researching and Interpreting Information: How the 1906 San Francisco Earthquake and Fire Affected the Community of San Francisco.
See classwork and homework below.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module Three, Units 1 and 2 are being utilized in Mr. Smith's ELA class. Unit 3 is the writing portion of Module Three.
Focus:
- Reading Closely
- Writing to Learn
Writing Task: Writing a Newspaper Article (W.6.2, W.6.3, W.6.4, W.6.5, W.6.6, W.6.9, W.6.11c, RL.6.3, SL6.1, L.6.2, and L.6.3)
Guiding Questions and Big Ideas:
- What is the purpose of a newspaper article? Understanding diverse points of view helps us live in an increasingly diverse society.
- Why do newspaper articles contain more than one perspective of an event? Newspaper articles contain multiple perspectives of the same event in order to give the reader a sense of what an event was like for a lot of different people.
Resources Website Links:
- Module 3A, Unit 3:
- ELA Module 3A, Unit 3, Student Materials:
- Curriculum Map and Common Core Standards: Curriculum map and common core standards, http://www.engageny.org/resource/grade-6-ela-curriculum-map
- Graphic Organizers: http://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers
module.1.unit.3.6th.grade.pdf | |
File Size: | 3047 kb |
File Type: |
Module 3A, Unit 3, Student Materials: http://www.caboces.org/sites/default/files/moduleworkbook/Revised%20ELA/g6_m3A_u3%20revised2.pdf
|
Curriculum Map and Common Core Standards:
curriculum.map.and.common.core.standards.6.pdf | |
File Size: | 392 kb |
File Type: |
Content Connections
This module is designed to address English Language Arts standards and to be taught during the literacy block of the school day. However, the module intentionally incorporates Social Studies and Science content that may align to additional teaching during other parts of the day. These intentional connections are described below.
NYS Social Studies Core Curriculum
This module is designed to address English Language Arts standards and to be taught during the literacy block of the school day. However, the module intentionally incorporates Social Studies and Science content that may align to additional teaching during other parts of the day. These intentional connections are described below.
NYS Social Studies Core Curriculum
- 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
- * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
- * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
- *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
- 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
- * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
- * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
- * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.
To view many amazing videos and resources:
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Week of October 15, 2018
Lesson One: What makes up a Newspaper Article?
Homework, Tuesday, October 16, 2018: None
Classwork, Monday, October 15, 2018
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Concept Development:
Lesson One: What makes up a Newspaper Article?
Homework, Tuesday, October 16, 2018: None
Classwork, Monday, October 15, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Students will watch a video of Hurricane Michael analyze its effects on people living in Florida and Georgia
- Students will then engage with a Newspaper article surrounding this hurricane.
- As a class, we will discuss what makes this a newspaper article (drawing on emotions, presenting real world reporting, telling real stories)
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin class by handing out the Module 3a packet and the guided homework/classwork packet
- Miss Morris will explain their task of the Research Essay that they will be writing – this is explained in their directions on the first page of the guided questions packet
- After the packets are passed out, Miss Morris will have the words “Newspaper Article” written on the board.
- Students will be asked to raise their hand with their thoughts surrounding these words
- Once there are some words on the board, Miss Morris will show video footage of Hurricane Michael explaining that when there are big events happening, it is important that people are reporting on these events
- Students will watch the video https://www.washingtonpost.com/weather/2018/10/12/historic-horrendous-hurricane-michael-by-numbers/?utm_term=.4839787e21b5 until 2:45
- Miss Morris will ask students to react to this video. What are their thoughts on this? How did it make them feel?
- If students were a newspaper reporter, what should they include in their report?
- Miss Morris will add these thoughts and ideas to the word web on the board
- Miss Morris will pass out the article and read it out loud to the class. What key points did you see from this newspaper article that are important tot include?
- Miss Morris will explain that throughout the next several days, students will be reading and annotating articles looking for this type of information to include in their newspaper article essay surrounding the fire and earthquake in 1906.
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
Guided Classwork and Homework Questions for the Unit:
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Lesson Two: “Poem of the Earthquake”
Classwork, Tuesday, October 16, 2018
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Concept Development:
- Homework, Wednesday, October 17, 2018: Homework: come up with 3 interview questions that you would ask an eyewitness. Explain that these are questions that will help form your newspaper article
Classwork, Tuesday, October 16, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Have you seen the damage done by an earthquake before?
- What are some of the things that get destroyed by earthquakes?
- Discuss the characteristics of a fire. What makes a fire burn? What allows it to spread?
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will watch https://www.youtube.com/watch?v=-gebK-F4D1k and https://www.youtube.com/watch?v=g5VXIp8Ux8c (4:00-5:00) to see the affects of the 1906 earthquake and fires in San Francisco.
- We will discuss their reactions as a class.
- How are some of the things in this video the same/different from the video we watched of Hurricane Maria? How would relief efforts would be the same? What supplies would these people need?
- Page 1 Lesson 1 - Stanza of the poem
- Read poem once, have students listen
- Read poem again, have students annotate
- talk about the various details in this poem
- -Why did so many people write about this natural disaster?
- What are eyewitness accounts? Why are they so important in newspaper articles? (People actually saw and experienced the events)
- How do journalists get quotes for their articles? Eye witnesses.
- Homework: come up with 3 interview questions that you would ask an eyewitness. Explain that these are questions that will help form your newspaper article
- What makes a good interview question for eye witnesses?(Precise, they ask exactly what they want to know, they are open-ended (discuss the difference between open and close ended questions), how do things make you feel? Draw on emotions.
- Record on the board before they begin their homework.
- -Remind students of the prompt: How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
- Homework: come up with 3 interview questions that you would ask an eyewitness. Explain that these are questions that will help form your newspaper article
Lesson Three: “Excerpt 2: Dr. George Blumer’s Eyewitness Account of the Diaster”
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Concept Development:
- Homework, Thursday, October 18, 2018: Complete Excerpt 2 page of question packet
- Classwork, Wednesday, October 17, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Have you seen the damage done by an earthquake before?
- What are some of the things that get destroyed by earthquakes?
- Discuss the characteristics of a fire. What makes a fire burn? What allows it to spread?
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will watch https://abc7news.com/news/survivors-recall-horror-of-1906-great-quake-in-san-francisco/1297723/ and hear several eye witness accounts and their stories from the earthquake
- Students will react to this video in think, pair, share systems. Would you leave after the earthquake and fire or would you stay and rebuild?
- As a class we will create a t-chart listing why people would choose to stay or why they would leave.
- Students will turn to page 9, lesson 2.
- Miss Morris will begin to read the excerpt highlighting the important information
- Students will be asked to follow along and annotate as they go
- Students will then be asked to read the rest of the article, looking for any information that stood out to them and add two quotes that will help them write their newspaper article essay about the fire and earthquake.
- Students will finish the remaining reading and questions for homework
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
- Homework: Finish reading and answering the questions on Excerpt 2
Lesson Four: “Scene 1: The Great Earthquake and Fires of 1906”
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Concept Development:
- Homework, Friday, October 19, 2018: Read and annotate page 12, lesson 4. Students will need to finish annotating the scene performed in class if not done by the end of the period.
- Classwork, Thursday, October 18, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Have you seen the damage done by an earthquake before?
- What are some of the things that get destroyed by earthquakes?
- Discuss the characteristics of a fire. What makes a fire burn? What allows it to spread?
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will volunteer to play a role in the parts of a play surrounding the earthquake and fire of 1906
- Miss Morris will choose students to play these roles
- As a class, students will read through it once with classmates acting as: Ruth, James Allen, and Jack Allen
- Volunteers will be encouraged to act in their part as though they are actually hearing and seeing all of these events
- Once the scene is finished, students will be asked to read through the poem again highlighting several different key factors: how would this make you feel? What were the characters feeling? How would stories like this help you write a newspaper article?
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
- Homework: Read and answer questions about page 12, lesson 4 on the casualties and damage done from the earthquake and fire
- Students will need to finish annotating the scene performed in class if not done by the end of the period.
Lesson Five: Inverted Pyramid
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Concept Development:
- Homework, Monday, October 22, 2018: Students will have the choice to either read: page 12 lesson 2 or page 10 lesson 4 in class. These articles are both eyewitness accounts of the fire and earthquake
- Classwork, Friday, October 19, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Have you seen the damage done by an earthquake before?
- What are some of the things that get destroyed by earthquakes?
- Discuss the characteristics of a fire. What makes a fire burn? What allows it to spread?
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will go over the meaning and purpose of an inverted pyramid
- Miss Morris will model this with an example for the class
- Students will have the opportunity to think about some ideas for their essay afterwards
- This is a structure in which the most important and essential information goes first in the essay, the additional information comes first, and interesting facts come at the end.
- During the second half of class, students will have the choice to either read: page 12 lesson 2 or page 10 lesson 4 in class. These articles are both eyewitness accounts of the fire and earthquake
- Students will have a page in their homework packet that requires them to answer some necessary information to help them write their article.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
- Homework: Students will have the choice to either read: page 12 lesson 2 or page 10 lesson 4 in class. These articles are both eyewitness accounts of the fire and earthquake
invertedpyramid.pdf | |
File Size: | 1062 kb |
File Type: |
Lesson Six: Organizing the structure of the essay
- Homework, Tuesday, October 23, 2018: Newspaper Article Essay due Friday
- Classwork, Monday, October 22, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Have you seen the damage done by an earthquake before?
- What are some of the things that get destroyed by earthquakes?
- Discuss the characteristics of a fire. What makes a fire burn? What allows it to spread?
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will take this class period to organize their essay
- Miss Morris will go over the outline of the article they will be writing and addressing any questions that follow
- Students will have the chance to write down their thoughts on the Newspaper Article Planning graphic organizer and from the 5Ws chart.
- Miss Morris will explain both of these things to the students before they begin
- They will have all class period to work on their structure and what they want to include in their essay
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
planningorganizer.pdf | |
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Lesson Seven: Writing the Essay
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Concept Development:
- Homework, Wednesday, Thursday and Friday October 24-26, 2018: Newspaper Article Essay due Friday
- Classwork, Tuesday, Wednesday, Thursday, and Friday, October 23-26, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Materials: San Francisco Earthquake packet directions/question packet, pencil
- Activate Prior Knowledge:
- Have you seen the damage done by an earthquake before?
- What are some of the things that get destroyed by earthquakes?
- Discuss the characteristics of a fire. What makes a fire burn? What allows it to spread?
- Learning Target:
Concept Development:
- What characteristics make up a newspaper article?
- How did the 1906 San Francisco fire and earthquake affect the people of San Francisco?
- Skill Development:
- Students will identify several characteristics that make up a newspaper article
- Students will compare and analyze several different articles that write from different perspectives around the even of the 1906 fire and earthquake
- Why is it important to write newspaper articles?
- How do newspaper articles relay information to readers?
- Why is it important to include multiple perspectives in an article?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will address any questions students have before they start writing their essays
- Students will have all necessary information out on their desk in order to reference it as they are writing
- Students will get their laptop and begin to work on their essay
- Miss Morris will demonstrate what she wants the heading to look like and how students can get started writing.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed.
- Students will need to be actively working on their essay that is due on Friday (10/26).
Homework due Friday:
- Students will find an article online (www.cnn.com ; www.google.com ; www.thenewyorktimes.com )
- Articles to search for:
- Sports, Current Events, passions etc.
- Write three interview questions based off that article
- Articles to search for:
Classwork, Thursda:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- There are many different types of articles all over the world:
- Newspaper Articles
- Online Articles
- Articles written by authors or researchers
- Question: What is an article? What does is communicate?
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- "It is important to recognize who your audience is! Because you are going to be newspaper reporters, you need to keep in mind who you are communicating to."
- There are many different types of articles all over the world:
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Identifying: To examine, or study the key elements of an object (in this case, text)
- Definition of concept: Writing an interview Question: Asking a question to someone to access crucial knowledge on a significant event.
- Skill Development:
- Students will describe what an article is, and how it is to be written.
- Students will be given a topic from Ms. Taggart and research the topic on their computer.
- Based on that topic, the students will form research questions.
- Students will analyze (examine carefully, breaking it into components to understand it) the example articles:
- “California Today: 100 Million Dead Trees prompt Fears of Giant Wildfires”
- “Airline gives newlyweds a lift after burglary”
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will explain what the purpose is for this unit.
- Ms. Taggart will go over all the directions that explain what this unit is about, and what will be expected from each student as an outcome.
- Ms. Taggart will go over the entire packet and then proceed to begin instruction.
- Ms. Taggart will demonstrate how to form research questions based off a topic. She will demonstrate this 2 times, and then give the students a topic and have them do it by themselves.
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will find an article online, and write three interview questions, based off that article.
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Homework due Monday: None.
Classwork, Friday and Monday, February:
Classwork, Friday and Monday, February:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- “Natural disasters are terrible events that happen in our world.
- Show images of natural disasters on power-point
- Question: What emotions do natural disasters bring about to people? Show YouTube Spoken Word poetry
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- You are going to read some poetry and one article to help you better understand different perspectives that people had/faced during the San Francisco Earthquake of 1906.
- “Natural disasters are terrible events that happen in our world.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Text Connections à making connections between two texts
- Critical attributes:
- Making connections between texts helps students to gain a deeper understanding of the event. This allows students to identify how two completely different writing pieces, can show the same information.
- Examples:
- Connections between “Percy Jackson and the Olympians” and Greek Mythology
- Skill Development:
- Day 1: Objective:
- Students will analyze (examine carefully, breaking it into components to understand it) two literary pieces:
- “Poem of the Earthquake” by Eliza A. Pittsinger (Poetry)
- Students will analyze (examine carefully, breaking it into components to understand it) two literary pieces:
- Students will be able to describe the emotions of the articles by making inferences based of the given text. Students will do this by analyzing the two articles to find key words that show emotion. I will know students have done this by recording their findings in the “Text/Connection” chart.
- Day 2 Objective:
- Students will analyze the article, Scene 1: “The Great Earthquake and Fires of the 1906: A dramatic Remembrance”
- Students will be able to identify key quotes from the article and poem that connect to one another. Students will do this by underlining the quotes in the articles. I will know students have done this by walking around and assessing the progress of these students.
- Students will be able to compare the two writing pieces using the, “Text/Connections” chart provided by Ms. Taggart in packets. Students will do this by filling out the “Text/Connections” chart in their packet. I will know they have done this by handing in their “Text/Connection” chart.
- Day 1: Objective:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will model how to infer what the writer is feeling in the poem, and how to support it and cite it with textual evidence: What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Ms. Taggart will explain how to fill out the “Text/Connections” chart with textual evidence from each writing piece.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Exit Ticket: Students will complete an exit ticket by writing down THREE interview questions based off the poem and/or article that they read in class. (Exit ticket provided in packet)
- Independent Practice:
- The students will finish their “Text/Connections” charts
writing_day_2.pptx | |
File Size: | 1567 kb |
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Homework due Thursday:
- Researching Eyewitness Accounts Graphic organizer
Classwork, Tuesday:
- Researching Eyewitness Accounts Graphic organizer
Classwork, Tuesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- “Acting out material can help to explain a significant event or concept better than an article can.”
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Researching Eyewitness Accounts
- Critical attributes: Helps students to organize their information in a researched based topic by citing evidence, using different sources etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) a short skit: “The Great Earthquake and Fires of 1906: A Dramatic Remembrance” by annotating the text to find key elements about what the play is communicating to the audience. What emotions are being expressed?
- Students will identify and compare the eyewitness accounts in the last three writing pieces we have read in class using the chart on Page 4: Lesson 2. What emotions are being expressed?
- The last three writing pieces we have read include:
- “Poem of Earthquake” by Eliza A. Pittsinger
- “Sandy wreaks havoc across Northeast; at least 11 dead” by Matt Smith
- Scene 1: “The Great Earthquake and Fires of the 1906: A dramatic Remembrance”
- This chart will be used to help students organize their information when answering the research question: “How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?”
- The last three writing pieces we have read include:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will demonstrate how to fill out the graphic organizer.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- Ms. Taggart will perform the step-by-step process on the Smart-Board
- Typed notes to those students who need them
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will finish the graphic organizer for homework if not done in class.
Homework due Friday:
Classwork, Wednesday and Thursday, Monday, February 14th and 15th, 26th 2018:
- “Text/Connection Chart” for Excerpt 1,2,3 and “Waking Up in a Nightmare”
- Compare the three excerpts, and “Waking Up in a Nightmare”, using textual evidence and inferences about the emotions of the people.
- How does, “Waking Up in a Nightmare” compare to, “Poem of Earthquake”?
Classwork, Wednesday and Thursday, Monday, February 14th and 15th, 26th 2018:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question: “How many articles are enough to have good research?”
- Prior life experience: When I was writing my research paper last year, I was told to have 10 good SCHOLARLY articles that varied material. This means I needed to have good sources, or articles, that elaborated on my research question in more than one reason.”
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Using a Glossary
- Critical attributes: Allows students to have a better understanding of what the text is saying and communicating to the reader.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) two articles in class:
- “Me Memories of the San Francisco Earthquake and Fire of April 18, 1906” (Excerpt 1)
- “Dr. George Blumer’s Eyewitness Account of the Disaster” (Excerpt #2)
- “Heroic San Francisco: A Woman’s Story of the Pluck and Heroism of the People of the Stricken City” By Louise Herrick Wall
- “Waking Up in a Nightmare”
- Students will analyze this text by annotating the articles, and using the glossary to help them with references to challenging words.
- Students will compare the two articles using the “Text/Connection” chart provide by Ms. Taggart in the packet
- Students will describe.
- Students will analyze (examine carefully, breaking it into components to understand it) two articles in class:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will read aloud Excerpt #1 to the class
- Students will then move forward and annotate this Excerpt by themselves. The students know how to annotate, we have been working on this strategy all year.
- Ms. Taggart will demonstrate how to annotate Excerpt 1 on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- By the end of the guided practice, students will be able to perform the steps individually.
- Ms. Taggart will read aloud Excerpt #1 to the class
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will complete the “Text/Connections” Chart provided by Ms. Taggart in the packet.
Homework due Thursday:
Classwork,Wednesday:
- Assessment of Sources Chart on page ___ of packet provided by the teacher.
- Most of this will be completed in class…please finish for homework.
Classwork,Wednesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Assessment
- Critical attributes: Allows students to be cognizant of identifying what they know, and what they do not know.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the given articles thus far in class and fill in the assessment chart to organize their thoughts for their research writing.
- Students will evaluate the different sources read, thus far, in class and begin to answer to the question: “What destruction did the San Francisco earthquake and fire cause?”
- Student will do this by filling out a graphic organizer: The organizer will ask for the source (Title and Author), the factual information or quote representing the text, and the third column will have a space that allows students to assess how that quote in the article answers the question: “What destruction did the San Francisco earthquake fire cause?”
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will demonstrate how to fill out this chart. Ms. Taggart will perform this demonstration of the SmartBoard for all students to have access to.
- Students who need things printed will receive a copy of whatever we take notes on in class on the SmartBoard.
- By the end of the guided practice, students will be able to perform the steps individually.
- Ms. Taggart will demonstrate how to fill out this chart. Ms. Taggart will perform this demonstration of the SmartBoard for all students to have access to.
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will finish their graphic organizer assessment charts for homework.
Homework due Friday:
Classwork, Thursday:
- The students will finish writing their answer to the research question, “What destruction did the San Francisco earthquake and fire cause” on each source annotated and analyzed in class.
Classwork, Thursday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first: When you go to a friend and ask for advice, sometimes you need another opinion.
- Question: “When was there a time where you needed not just one, but two or three friend’s advice?”
- Students will think/pair/share
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Research with multiple sources/Research Questions
- Critical attributes:
- Multiple sources give you more information, different perspectives etc.
- Research Question: What does a research question ask?
- “How does…..happen”
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) by annotating:
- “Poem of the Earthquake” Stanza 3
- “One Boy’s Experience” Story by Lloyd Head
- “The San Francisco Earthquake and Fire of April 18, 1906” Photo
- “View from Laguna and Market Streets of the Great Fire Burning through the Mission District” Photo
- Students will compare the different sources discussed and analyzed today in class by sorting them into the “Text/Connection” chart.
- Students will explain how these sources answer the research question: “What destruction did the San Francisco earthquake and fire cause?” by brainstorming and writing on each document/source a short sentence about how it answers this research question.
- Students will analyze (examine carefully, breaking it into components to understand it) by annotating:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will explain how to analyze the text and photos.
- Ms. Taggart will demonstrate how to write a short sentence on each source to answer the research question: “What destruction did the San Francisco earthquake and fire cause?”
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will finish writing their answer to the research question, “What destruction did the San Francisco earthquake and fire cause” on each source annotated and analyzed in class.
Homework due Tuesday, March 6th , 2018
Classwork, Monday:
- 5 W’s Organizer
- “Page 1 Lesson 8” Graphic Organizer
Classwork, Monday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question: “What is an organizer used for?”
- “In our writing we organize our ideas before producing the final written piece, because it helps us to visualize what the outlook of our writing piece will be!”
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- “Today we are going to discuss how the previous articles we have used, are deepening our knowledge of the 1906 San Francisco fires!”
- Question: “What is an organizer used for?”
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Organizing research; Socratic Seminar
- Critical attributes:
- Organizer: Helping students to see how some articles are more significant than others because we can pull critical information from them.
- Socratic Seminar: Student facilitated and lead discussion based off of a given text.
- Skill Development:
- Students will explain how the articles we have read thus far answer the question, “What destruction did the San Francisco earthquake and fires cause?”
- They will do this by participating in a class-wide Socratic seminar. (20 minutes)
- Students will analyze the “Inverted Pyramid” organizer on “Page 1 Lesson 9” paper in packet
- They will do this by annotating key words that the organizer entails.
- Students will evaluate which articles have the most important information that will guide them through their research paper.
- They will do this by placing their articles in numerical order. (The first article in the order being the most significant)
- They can also number their pages in packet with #1 being the article with the most information that they can draw from.
- They will do this by placing their articles in numerical order. (The first article in the order being the most significant)
- Students will explain how the articles we have read thus far answer the question, “What destruction did the San Francisco earthquake and fires cause?”
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will explain how an articles information should be organized in “Inverted Pyramid”.
- She will have students analyze “Page 1 Lesson 9”, “Inverted Pyramid”.
- Ms. Taggart will explain what a Socratic seminar is and how students are supposed to interact.
- I will do this by, handing out instructions and prompts to all students to generate ideas for conversation about these articles we have researched.
- I will type up and provide copies to all students referencing student’s remarks and contributions to the seminar.
- Ms. Taggart will explain how an articles information should be organized in “Inverted Pyramid”.
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will complete 5W's graphic organizer
Homework due Wednesday:
Classwork, Tuesday:
- Outlined Graphic Organizer
Classwork, Tuesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Objective:
- Students will be able to
- Organize their research information
- They will do this by: Putting their information into a outlined graphic organizer.
- Ms. Taggart has two organizers that students can choose from, or they can organize information in another way that benefits their needs (DI)
- I will know they have done this by participating in writing conferences with me to explain their analysis of the article and how they are going to organize their information.
- Students will be able to
- Guided practice:
- Ms. Taggart will model how to put information into the outlined graphic organizer by using the SmartBoard.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Individual Practice:
- Finish outline of graphic organizer at home.
Homework due Friday:
Classwork, Wednesday:
- Draft of their research paper!!
Classwork, Wednesday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Question: "What is a draft?"
- Ms. Taggart will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Draft à writing a first copy of something.
- Critical attributes:
- Allows for students to see the benefit of writing everything their first try, knowing that they can come back and add and/or takeout material when needed.
- Examples: Read students a rough draft of your writing.
- Skill Development:
- Students will evaluate the question, “What did the San Francisco 1906 earthquake and fires cause?”
- They will do this by using their articles to write a rough draft.
- Students will evaluate the question, “What did the San Francisco 1906 earthquake and fires cause?”
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Ms. Taggart will explain what a draft is and why it is important.
- Ms. Taggart will read her own rough draft of a piece of writing.
- Scan in to computer to show how marked up it is!!! (Put up on smartboard)
- Closure:
- Ms. Taggart wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will continue working on their drafts.
- Students can use the draft paper provided in the packet, a piece of loose-leaf, or they can type their drafts.
Homework Friday: Final Draft Due
Classwork Monday, Tuesday, Wednesday, Thursday:
- Students will be writing their Newspaper reports; the teacher will be conferencing with students, peer editing will take place also, revision will be done.
Classwork Monday, Tuesday, Wednesday, Thursday:
- Students will be writing their Newspaper reports; the teacher will be conferencing with students, peer editing will take place also, revision will be done.
Homework Due Monday, : There isn't any homework that is due on Tuesday, .
Classwork, Monday: Begin Module 3A, Writing a Newspaper Article.
Classwork, Monday: Begin Module 3A, Writing a Newspaper Article.
- Four volunteers will act out the skit on page 1 of the Student Workbook.
- As a class we will discuss the connection between the play and the book Dragonwings (by Laurence Yep) that they have just read.
- What is the mood of the skit? How do you know? What is the evidence? Which words reveal the mood? How do these words contribute to the mood? Underline the words in the skit that contribute to the mood.
- Students will begin a word bank with words that will add to the power of the newspaper article.
- What do the characters feel? Which words in the skit reveal how the characters feel? Underline the evidence.
- We will go through the Learning Targets on page 32 (the first page in the Student Workbook Packet). Students will put a star next to the targets that we want to focus on, a plus symbol next to the targets that we feel confident with, and a check next to the targets that we have completed before but can still use more work.
- We will discuss the writing task: Write an newspaper article that focuses on the question, "How did the 1906 San Francisco Earthquake and Fire affect the people of San Francisco?
- As a class, we will review the standards that we will focus on during this writing task (page 12 in the Student Workbook Packet).
- How do journalists get the quotes they need for their articles?
- What is an eyewitness account?
- Why are eyewitness accounts important in journalism? accurate, truthful, compelling
- What makes a powerful interview question?
- 1) precise: get the witness to tell you exactly what you need to know
- 2) open-ended question: not a "yes or no" answer
- 3) draw out emotions: gets the witness to describe how the experience made him/her feel
- Imagine that you are a journalist during the time of the 1906 earthquake and fire. Imagine that you could talk to one of the survivors. Begin thinking of the questions that you would ask your eyewitness.
Homework Due Wednesday, :
Classwork, Tuesday, :
- Students will analyze two quotes written on the SmartBoard (Lesson 2, page 6). Which is more compelling? Why?
- We will read an eyewitness account in a newspaper article about Hurricane Sandy. Which quotes are compelling? Why or why not? Why did the journalist choose these quotes.
- As we read the article, students will continue to add words to their word bank.
- We will go over page 12 of the Student Workbook Packet.
- We will go over the directions on pages 12 and 13.
- We will reread question number 1 on page 12. Students will write one-three interview questions in the space provided using the three steps in writing a powerful interview question found below.
- What makes a powerful interview question?
- 1) precise: get the witness to tell you exactly what you need to know
- 2) open-ended question: not a "yes or no" answer
- 3) draw out emotions: gets the witness to describe how the experience made him/her feel
- All students will share the questions they have written. As a class we will give suggestions to enhance students' questions.
- Students will read the article "Waking Up in a Nightmare" found on page 11 of the Student Workbook Packet. Is this article an eyewitness account?
- Students will follow the directions to part 2 on pages 12 and 13 and fill out the chart on page 13.
Homework Due Thursday, : None.
Classwork, Wednesday, :
- As in introduction to today's lesson, we will read the article "Waking Up in a Nightmare" found on page 11 of the Student Workbook Packet. Could this article be an eyewitness account? What details paint a picture of the destruction?
- Students will follow the directions to part 2 on pages 12 and 13 and fill out the chart on page 13.
- As a class we will read "One Boy's Experience."
- Students will fill out the chart on page 13 with facts and quotes from "One Boy's Experience."
Homework Due Tuesday, and Wednesday, : Students will complete two graphic organizers (one in the packet, page 13, and the other a separate copy of page 13). Due Wednesday for a grade.
Classwork, Monday, and Tuesday, :
Classwork, Monday, and Tuesday, :
- This week, students will write a newspaper article that focuses on the question: "How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?"
- Students who have made the corrections to their "Challenges of Firefighters" essay may share their writing with the class.
- Students have received two packets to aid in their research that answers the questions: "How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?" One packet includes graphic organizers and a few articles. The other packet is primarily articles.
- Students have written two or three interview questions that they will use to "interview" an "eyewitness."
- Before the sub goes over the directions to the students again, students will take a moment to reread their interview questions. The sub will remind students to decide what "angle" (main idea/central idea) they want to focus on in the newspaper article that they will write this week.
- The sub will review with the students: Angle- main idea/central idea. Angles that they could consider using is: the impact on the people, a specific effect on the people, the destruction of the infrastructure (buildings, water mains, electricity), hardships people faced, sadness of loss (family, homes, belongings), the way people helped each other. Angle: what type of information and facts will stand out in your newspaper article?
- As a class, we have gone over the directions on pages 12 and 13 in the Module 3A, Unit 3 packet. The sub will review the directions.
- As a class, we have read the article "One Boy's Experience" found on pages 16-17. Students will reread the article as many times as necessary to complete the tasks on page 13.
- It would be beneficial if students have with them two different colored highlighters. If they don't, they can borrow colored pencils.
- With one color highlighter, students will highlight quotes that would support their "angle" and answer their interview questions: quotes they think are compelling enough to add to their newspaper article.
- With another colored highlighter or colored pencil, students will highlight facts that will support their "angle" in the newspaper article that they will write.
- After students have completed the graphic organizer found on page 13 with the article found on pages 16-17 ("One Boy's Experience"), they will begin to read articles found in the packet of articles ("How did the 1906 San Francisco earthquake and fire affect the people of San Francisco?"). As students read these articles, they will highlight and fill out the graphic organizer as they did in the directions above.
- Students are to work individually and SILENTLY.
- Students will complete at least three graphic organizers (one in the packet, page 13, and the other two on a separate copy of page 13 or in their notebook). Due Wednesday for a grade.
Notes:
Interview questions, questioning: see notes, page . negotiate iinterview questions. each group revises, negotiates and comes uup with one question. as a class we come up with a bank of about 5 good questions that the students may choose to use.
entrance ticket:
watching a clip of an interview, interview pulitzer prize winning journalist
look at a local newscast as opposed to national news. what is the dfference? maybe before they write their own interview questions.
baarbara walter, larry king
sesson 6 and 7: scavenger hunt. daily wellsville paper, ny times, usa today, checkout email that tessa sent me about scavenger hunt. text features: logos, headlines, photos compare and contrast features differnces in newsppapers whch one do you aspire to be a writer for? print front pages from the nternet.
flood of 1972: every generation has a crystalizing moment. where were you when this event happened. iinterview someone...do you remember what happened, where were you? youtube video jones memorial hospital falling into the river
star and a step: green dot someplace where they like it, red dot, places where they could see improvement, post it to explain whaat they could do better. praise, suggestion, question. tag: tell sometihng you like, ask a question, give a suggestion. tag it with a partner.
Interview questions, questioning: see notes, page . negotiate iinterview questions. each group revises, negotiates and comes uup with one question. as a class we come up with a bank of about 5 good questions that the students may choose to use.
entrance ticket:
watching a clip of an interview, interview pulitzer prize winning journalist
look at a local newscast as opposed to national news. what is the dfference? maybe before they write their own interview questions.
baarbara walter, larry king
sesson 6 and 7: scavenger hunt. daily wellsville paper, ny times, usa today, checkout email that tessa sent me about scavenger hunt. text features: logos, headlines, photos compare and contrast features differnces in newsppapers whch one do you aspire to be a writer for? print front pages from the nternet.
flood of 1972: every generation has a crystalizing moment. where were you when this event happened. iinterview someone...do you remember what happened, where were you? youtube video jones memorial hospital falling into the river
star and a step: green dot someplace where they like it, red dot, places where they could see improvement, post it to explain whaat they could do better. praise, suggestion, question. tag: tell sometihng you like, ask a question, give a suggestion. tag it with a partner.