Pebblebrook High School Instructional Plan
2018-2019
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Week of: 02/04/19 and 02/11/19
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Course: Writers Workshop
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Essential Task: Developing effective Research paper and reflective group editing of first major pieces:
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Curriculum Standard(s):
Focus Standards:
L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Additional Standards Addressed:
RI.11-12.4, RI.11-12.10, W.11-12.2a, W.11-12.2b, W.11-12.2b, W.11-12.2c, L.11-12.5b
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What are the students learning?
In this week, students will learn:
- How to write an effective Research paper
- New vocabulary
- To identify the various types of citation in a literary work
- To collaborate to prepare a formal academic conversation asserting a claim, presenting evidence, and coming to a decision
-to identify and use persuasive techniques (ethos, logos, pathos)
-to identify parts of an argument
-to cite textual evidence
-to analyze author's structure and purpose
-to determine the meaning of words
-to identify and use rhetorical devices (repetition, restatement, parallelism, antithesis, rhetorical questions, allusions)
- Write an argumentative essay
- Support the analysis of a text with appropriate evidence
- Analyze and evaluate the effectiveness of the structure of expository and argumentative texts
How will the students learn?
In these weeks the following instructional strategies will be employed:
-close reading -discussion groups
-marking the text -webbing
-graphic organizer -diffusing
-previewing -summarizing
-think-pair-share -paraphrasing
How will students be assessed?
In this unit the following main assessments will be employed:
-Observation
-Discussion
-Writing Prompts
-summative assessments (questioning)
--Independent Writing Journals Logged
MONDAY:
Students, partners will share their revised version to the class and highlight their most critical adaptations.
WEDNESDAY:
Work Session
What role does the Internet play in our society? [Springboard, p.226]
SWBAT to write a short piece, as if a reporter, about a critical issue that is facing our country/state that needs to be resolved.
What “voice” ought we use?
How can we be more convincing?
Closer:
Exit ticket, submission of their argument for review and discussion in following class.
THURSDAY:
Work Session
Students, separately will all, provide to each of the classmates feedback for improvement on their pieces. The feedback will used to create a 2nd draft due on Monday for submission.
Monday, 02/11, Week 2
Students will incorporate and review Model essay of research paper given and scaffolded in class.
They will ascertain positives and areas needed for edit required.
Tuesday:
Students, in class, will develop and complete 1st draft of thesis and outline their sources, collected independently, for research ascertained.
Wednesday:
Students will complete Research Paper draft 1 and review in conference with myself for editing.
Thursday/Friday:
Students, in peer groups, will review and conference presenting their completed assignment for enhancement and growth for skill reading and improving their pieces for submission and final drafts.
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Accelerated Intervention:
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On Level:
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Enrichment:
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Writer Workshop Mr. Stone
Monday, February 4, 2019
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