Pebblebrook High School Instructional Plan  2018-2019
Week of: 02/04/19 and 02/11/19		Course: Writers Workshop
Essential Task: Developing effective Research paper and reflective group editing of first major pieces:
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
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:  Warm Up:  Students will practice vocabulary usage using scaffolded worksheet.  Activator  Students will write what they know about the words via sentence creation practice.  Work Session  Students will write their Journal 12 entry for the day, utlizing the vocab, with 5 or more words chosen.  They will discuss their current status in class[es] using effective usage of commas, previous weeks review to illustrate mastery.  Closer  Students will read out loud their finished products.    TUESDAY:  Warm Up:   Students will practice using dash from worksheet assigned.  They will write 3 sentences making use of a dash to be reviewed by class.  Activator  Why are dashes utilized? Should they be used with commas always? Explain.  Work Session  Students through scaffolded breakdown will, in Springboard, use 3.2 to critically reevaluate the terminology of the writing of the 2nd  amendment as to better understand it and its language clarity.  In pairs, they will verbally explain to one another what each part means.  They will rewrite the amendment as to make it clear to a fellow student in terms that are more adept to everyday speech, current vernacular.  Closer  Students, partners will share their revised version to the class and highlight their most critical adaptations.  WEDNESDAY:  Warm Up:  Vocabulary intro  Activator  Will write 5 sentences, original, using the terms in contextual sentences that illustrate effectively their meaning.  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:   Warm Up:   Partner up, share out their main issue from previous lesson.  Annotate what they learn, 2 items or more.  Activator  When can media be detrimental or cause harm in everday life?  Explain.  Work Session  p.230, How can one make an excellent argument in their writing and use the proper tone?  SWBAT to analyze their group,3 people, from this weeks work and make, via critical feedback, their writing more engaging and thoughtful to convince one of their main argument.  Closer  They will submit the revised version, along with the original version for exit ticket to show that they made improvement or modification.  FRIDAY :  Warm Up: They will choose a major issue that they learned or read about this week.  Activator  Students will look over an article from the current events periodical provided.  Work Session  SWBAT  Write an effective article, outling their main argument and present to the class  Closer  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.
Accelerated Intervention:	On Level:		Enrichment: