lesson template for grades 6, 7, 8 standards w.1, w.2, w · 2013. 9. 25. ·...

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Lesson Template for Grades 6, 7, 8 Standards W.1, W.2, W.3 Step 1: Identify complexity of the standard Standard Depth of

Knowledge Level

Standard Depth of Knowledge Level

Standard Depth of Knowledge Level

W.6.1 Level 3: Strategic






W.6.3 Level 4: Extended

W.7.3 Level 4: Extended

W 8.3 Level 4: Extended


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Step 2: Link the complexity of the standard to the Webb’s DOK chart and create lesson design W.1

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Level 3: Strategic

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a Text Types and Purpose: Grade 6 Standard: Write arguments to support claims with clear reasons and relevant evidence.

o CCSS.ELA-Literacy.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

o CCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

o CCSS.ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

o CCSS.ELA-Literacy.W.6.1d Establish and maintain a formal style.

o CCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument presented.

Grade 7 Standard: Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

o CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

o CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


o CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

Grade 8 Standard: Write arguments to support claims with clear reasons and relevant evidence.

o CCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

o CCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

o CCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.


o CCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

http://www.corestandards.org/ELA-Literacy/W/6/1/a/

http://www.corestandards.org/ELA-Literacy/W/6/1/b/

http://www.corestandards.org/ELA-Literacy/W/6/1/c/

http://www.corestandards.org/ELA-Literacy/W/6/1/d/

http://www.corestandards.org/ELA-Literacy/W/6/1/e/












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Support Establish Provide Evidence Introduce Write

Task

. . . provide several argument articles to the students that have the conclusion left out, ask students to write the conclusion for the argument keeping in mind that a good conclusion restates the claim and may call for the reader to believe or do something . . .ask students to look at an argument piece they have written and have them identify the claim as well as the reasons and relevant evidence by highlighting them in different colors


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W.2

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Level 3: Strategic

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Text Types and Purpose: Grade 6 Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

o CCSS.ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

o CCSS.ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

o CCSS.ELA-Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

o CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

o CCSS.ELA-Literacy.W.6.2e Establish and maintain a formal style.

o CCSS.ELA-Literacy.W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.

Grade 7 Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

o CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

o CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

o CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.



o CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.






http://www.corestandards.org/ELA-Literacy/W/6/2/f/








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Level 3: Strategic

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Text Types and Purpose: Grade 8 Standard: 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.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

o CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.



o CCSS.ELA-Literacy.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

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Provide Establish Develop Introduce Write

Task

. . .use a piece of informative text and have students identify examples of headings and graphics . . .provide students exposure to several types of organizational tools for their planning in writing in order to help them know which tool is best for their own writing








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W.3

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Level 4: Extended

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Text Types and Purpose: Grade 6 Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

o CCSS.ELA-Literacy.W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

o CCSS.ELA-Literacy.W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

o CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

o CCSS.ELA-Literacy.W.6.3e Provide a conclusion that follows from the narrated experiences or events.

Grade 7 Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

o CCSS.ELA-Literacy.W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

o CCSS.ELA-Literacy.W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

o CCSS.ELA-Literacy.W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

o CCSS.ELA-Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

o CCSS.ELA-Literacy.W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.












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Level 4: Extended

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Text Types and Purpose:

Grade 8 Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.8.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

o CCSS.ELA-Literacy.W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

o CCSS.ELA-Literacy.W.8.3c Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

o CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

o CCSS.ELA-Literacy.W.8.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

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Engage Write Provide Describe Orient

Task

. . . use several different types of narrative text such as historical fiction, adventure, fantasy, mystery, etc. read pieces aloud and ask students to identify the following questions where am I and, who is telling the story? . . .use an excerpt from “Escape from Pompeii”, read aloud several of the paragraphs and ask students to listen for examples of sensory details like ‘the top of the volcano exploded in a scream’







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Step 3: How to Scaffold the Instruction for Struggling Students

Scaffolding for Standards W. 1-3:

Display a text structure anchor chart that includes signal words to help students with their transitional words and phrases

Ask students to highlight the claim in their argument piece in one color and the evidence or support in another color to provide a visual to help realize if they are following the rubric

Have students use a graphic organizer to help them establish the order of their particular piece they are composing


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Step 4: Link the lesson design and complexity of the Standard to the Explicit Teaching format Sample Lesson Template 1

Teach Model Practice Apply

“Students when writing an informative text we must establish and maintain a formal style. I will show you some examples of writing in a formal style and examples of writing in an informal style. I want you to notice the similarities and differences in the different texts.”

Have the following paragraphs displayed for the students. This is to inform you that the blow dryer you recently purchased is defective. Be advised that you could be seriously injured if you continue to use it. Please return the product to the location where you purchased it for a complete refund. I can’t believe it. The company that made my blow dryer sent me a letter. There’s something wrong with it. It’s dangerous to use. Yikes! Now I have to take it back. At least I get my money back. “Students I want you to read these two paragraphs. I want you to look at similarities and differences in the writing. Hmmm . . . . my first similarity that I notice is that the paragraphs have the same topic which is a defective blow dryer. Turn to an elbow partner and discuss any other similarities you discovered. Students will discuss similarities. “Now ladies and gentleman I would like for you to think about differences. The first difference I noticed is that

“Now I would like for you to practice writing a short formal piece about a defective IPod. I want you to start your paragraph with This is to inform you. . . I want you to follow the same format as the blow dryer piece. It’s very important to maintain the formal style throughout your writing.” Allow students to work on their informative piece for ten minutes. “Now I want you to share your formal piece with your group. Group members as you listen to the piece I want you to notice if the writer maintains a formal tone. Make sure informal phrases like ‘. . . it’s way bad that the IPod is defective’ are not used in the writing. Please be mindful of how you critique another group member’s writing.

Compile a set of informal style pieces of writing and have the students rewrite them in a formal style. “Ladies and gentleman on each of the tables you will find a set of informal style pieces of writing. Your task is to change the informal style of writing and transition it into a formal piece. I want you to think about how to maintain the formal style throughout the writing.”


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the writers are different. Work with your elbow partner to discuss other differences, be ready to share at least two differences that you notice.” Students should pick out things like the audience and tone are different.


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Sample Lesson Template 2 Teach Model Practice Apply

“We have been working on our personal narrative pieces of writing. Today we are going to analyze your narrative to see if you have used narrative techniques such as dialogue, pacing or vivid descriptions. We have already learned what these three items are, please take out your notes and let’s review them. Dialogue is a conversation between characters. Pacing is the speed at which the events occur or unfold. Description is the picture you create with your words. All of these narrative techniques enrich the story and engage the reader.”

“I am going to show you some samples from our student reader that display examples of each of these narrative techniques. In the story “The Pretty Pennies Picket” there is a conversation between the narrator and Mr. Putterham toward the end of the story. Let’s analyze this section together.” Read the selection together. “I noticed in that section of the text the author is creating suspense with the use of dialogue. We don’t know if the girls will get their money back. I also noticed a subtle change in the relationship between the girls and Mr. Putterham his ‘not so insincere smile’ suggests that change.” “For pacing let’s look at a portion of “The Electric Summer.” Allow students to read the selected portion on their own. “Students, as I read through that portion I noticed the author was intentional when he slowed the pace in order to summarize what was being seen at the World’s Fair. He also reflected on the meaning and implications of what they had seen. Turn to your elbow partner and discuss what else the writer does at

“Now that we have analyzed several pieces of text looking for examples of narrative techniques, I want you to reread your own personal narrative that is a work in progress. I want you to find phrases that you can add descriptive words to, ask yourself if there is a place where you could add dialogue, or what have you done to create a change of pace in your piece. I realize that this piece is something we have been working on for a while and you may be tempted to think there is nothing else I can do to make this better, but a good writer will always assess their writing and make changes. My suggestion is to read through your piece adding or changing one of those items at a time.”

“Students, I want you to look at your personal narrative writing with the rubric that you were given at the beginning of this assignment. I want you to assess your own writing looking for the narrative techniques that we have been learning.”


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this point to create a change in pace? Allow students a few minutes to analyze the text for pace changes. Ask them to share what they found. “Descriptive writing is creating a picture with words. Look back at the story “Escape from Pompeii.” In what way does the author engage the reader with his word choice? I noticed in the second paragraph the author used phrases like ‘flames ripped upward,’ and ‘twisting and bubbling in all directions,’ look through the next page and evaluate phrases that create a picture in your mind. I want you to jot them in your notes.”


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Step 5: Tips for Integrating the Language Standards:

Make sure that students have proper use of pronouns in their personal narrative.

Develop rubrics to assist students with varying the types of sentences they use such as simple, compound, complex and compound-complex.

Ask students to analyze the function of verbals in their own writing.

Provide multiple examples of using commas to separate coordinate adjectives so students can use this technique in their own writing.

Ask students to rewrite a paragraph from their own writing forming and using verbs in active and passive voice.


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Step 6: Assessing this Standards Sample Short Answer Prompts/Tasks Sample Performance Tasks

How can you as the writer engage the reader immediately when they read your text? Arguments are used for many purposes. What types of evidence and support are more likely to help the author make their claim?

Students will demonstrate their understanding of the characters and issues of survival presented in A Long Walk to Water by Linda Sue Park. Students will craft and present a two-voice poem incorporating the views and experiences of the main characters. The will also read and analyze factual information about Southern Sudan and the environmental and political challenges facing the people of Sudan during and after the Second Sudanese Civil War. Students will read the novel and various informational texts to gather a rich collection of textual details from which they can select to incorporate into their poems.


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Step 7: Mini-rubric for Teaching and Assessing this Standard

2 - Polished 1 - Developing 0 - Needs Work

Ideas The narrative is clear and rich in details. The ideas are fresh.

The narrative2 is clear, but lacks details and creativity.

The narrative is limited and unclear. It is difficult to follow the writer's train of thought.

Word Choice The words are clear, powerful and engaging.

The words get the message across but don’t capture the reader’s imagination or attention.

Many of the words are vague, confusing or misused.

Sentence Fluency /Flow The sentences are clear and delightful to read aloud.

Some sentences are smooth and natural but others are halting.

The narrative is difficult to read because some sentences stand in isolation and others are repetitive.

Proofreading There are very few spelling and grammar errors. It wouldn’t take long to get this narrative ready to publish.

A few spelling and grammar mistakes need to be corrected before this narrative is ready to publish.

There are many spelling, punctuation, and grammar errors.

lesson template for grades 6, 7, 8 standards w.1, w.2, w · 2013. 9. 25. ·...

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