Technology Integration Lesson
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This weekly lesson plan outlines instruction for a 6th grade ELA unit on argumentative and narrative texts. Over the course of one week, students will analyze texts about pit bulls, conduct research on whether pit bulls should be pets, and write an argumentative essay on their stance. Students will learn key vocabulary, read articles on pit bulls, decide on a claim, use online tools to plan and draft their essay, provide peer feedback, and type a final draft. Some students may opt to create a visual argument using multimedia elements. The goal is for students to cite evidence, write an argument to support a claim, and use reliable sources.
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A survey of the major currents in Western civilization from its beginnings in the ancient Near East to 1648.
Rationale
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I.
Prerequisites
None
II.
Required Resource Purchase
Perry, Marvin, et al. eds.
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Disclaimer:
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III.
Additional Materials for Learning
A.
Computer with basic audio/video output equipment
B.
Internet access (broadband recommended)
C.
Microsoft Word
IV.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
A.
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B.
Describe the stages of development of Western Civilization from earliest civilizations to 1648.
C.
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D.
Evaluate interpretive and historiographical approaches to Western Civilization from earliest civilizations to 1648.
E.
Apply biblical principles to the problems and issues of Western Civilization from earliest civilizations to 1648.
V.
Core Competency Outcomes
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A.
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B.
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C.
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Course Requirements and Assignments
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Course Requirements Checklist
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Student Expectations
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Class Introductions
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c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
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d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
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Technology Integration Lesson
- 1. Harlem Middle School Weekly Lesson Plan 2014-2015 Page 1 of 4 CCGPS Standard(s): Learning Target (s): Vocabulary: Teacher: Moore & Ingwersen Week of: 01-20-15 Subject: ELA Grade: 6th Unit: Collection 4 (Houghton Mifflin Harcourt) Topic(s): Argumentative/Narrative Texts for Reading and Writing Novels: Esperanza Rising RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI8: Trace and evaluate the argument and specific claims in a text. W1: Write arguments to support claims with clear reasons and relevant evidence. A: Introduce claim(s) and organize the reasons and evidence clearly. By the end of the week, the student will be able to: 1. Cite evidence and explain how the evidence supports the author’s claim. 2. Write an argument to support a claim. 3. Use reliable resources. Counterargument Claim Evidence Argument Annotate Reliable source
- 2. Harlem Middle School Weekly Lesson Plan 2014-2015 Page 2 of 4 Activating Strategy (s): Instructional Strategy (s): Differentiation Strategy (s): Assessment For and/or Of Learning: 1. Video clips (News) 2. Statistics on pit bulls Performance Assessment Workbook- argumentative essay(s) - Small group read aloud - Graphic Organizers: Evidence GO, Argumentative Essay Format/Layout GO, Revisions Checklist: Peer Review GO - Learning stations (SEMS Cards) Graphic Organizers Argumentative Essay
- 3. Harlem Middle School Weekly Lesson Plan 2014-2015 Page 3 of 4 Other: Day One & Two: Introduction 1. Introduce vocabulary terms for argumentative text/essay: argument, claim, evidence, reliable source, counter argument. 2. Students will read several informational pieces in the Performance Assessment book. Each piece of text will focus on Pit bulls; either for or against having them as a pet. 3. While students read each article/blog/essay, they will look for the specific vocabulary terms mentioned in step one. Day Three & Four: Computer Lab 1. Day Three - Students will visit the computer lab to conduct further research on pittbulls: content provided by Bundlr http://bundlr.com/b/pittbulls-what-do-you-think At the end of class, students will need to decide on their “claim” based on the content they read from the PA book and the curated sites; “Should pittbulls be pets?” 2. Day Four – Students will use the curated tool site Storify https://storify.com/ShanMoore630/argumentative-writing to begin writing their argumentative essay. This resource will provide detailed examples of what an argumentative essay should look like, how to introduce and conclude your essay, and a rubric is given to show how students will be graded. Technology: Media Center, Computer Lab, Curated Technology Toolkits: Storify & Bundlr, and Meograph (visual storytelling) Grouping: Thinking Pairs, Collaborative Groups Resources: Performance Assessment Workbook
- 4. Harlem Middle School Weekly Lesson Plan 2014-2015 Page 4 of 4 Day Five & Six: Composing 1. For the next two days, students will begin writing their essay. After writing the first draft, students will edit/revise their own work and then trade with their partner to peer-edit. Day Seven: Computer Lab 1. Students will type their final draft. Extension: Certain students (gifted/accelerated and students who struggle to compose written work) will be given the opportunity to “visually” write their essay. Meograph (http://www.meograph.com/ ) is a story telling platform that allows you to insert photos, infographics, video/audio, and text, in to a video like format.