4-25+-+4-29

AlFreda Brown- Reading Lesson Plans March 25th- 29th
 * May change due to pilot testing this week:)

Selection: The Watsons Go to Birmingham-1963 Monday- Pre-Reading Strategies Students will view book cover and predict what the story will be about. Students predictions will be recorded on chart paper. Introduce Vocabulary: Chapters 1-3 Vocabulary Terms: Delinquent Emulate Hostile Huddle Intimidate Numb Vital Introduce the Author Christopher Paul Curtis Tuesday: Review Vocabulary Begin Reading Chapter 1 Discuss: Buphead, Byron, and Kenny… Wednesday: Learning About the Empire State Building

Thursday: Begin Reader’s Response Journals Review Chapter 1 and begin Chapter 2 Friday: Test on Chapter 1 and Vocabulary Finish Chapter 2

Writing- Persuasive writing

Session 3: Persuasive Writing (Monday through Wednesday)
 * 1. || Divide the class into groups of two or three students. Have each group member talk about the persuasive strategies they found in their piece. ||
 * 2. || After each group has had time to share with each other, go through each persuasive strategy and ask students to share any examples they found in their persuasive pieces with the whole class. ||
 * 3. || Explain to students that in this session they will be playing the game they played during Session 1 again; only this time they will be working with a partner to write their argument and there will be a different prize awarded to the winning team. ||
 * 4. || Share the Persuasive Writing Assessment with students and read through each category. Explain that you will be using this rubric to help evaluate their essays. Reassure students that if they have questions or if part of the rubric is unclear, you will help them during their conference. ||
 * 5. || Have students get together with the partners you have selected (see Preparation, Step 1). ||
 * 6. || Get students started on their persuasive writing by introducing them to the interactive Persuasion Map. This online graphic organizer is a prewriting exercise that enables students to map out their arguments for a persuasive essay.

Challenge students to use the persuasive strategies discussed during Session 2 in their writing. Remind students to print their maps before exiting as they cannot save their work online. ||
 * Have partners enter their names and topics on the opening screen.
 * The goal or thesis is the **claim** or stance that they are taking on the issue.
 * Students should then brainstorm three reasons to support their claim, and facts and examples to support each reason.
 * 7. || Have students begin writing their persuasive essays, using their printed Persuasion Maps as a guide. To maintain the spirit of the game, allow students to write their essays with their partner. Partners can either write each paragraph together taking turns being the scribe or each can take responsibility for different paragraphs in the essay. If partners decide to work on different parts of the essay, monitor them closely and help them to write transition sentences from one paragraph to the next. It may take students two sessions to complete their writing. ||
 * 8. || Meet with partners as they are working on their essays. During conferences you can:


 * Ask students to show you the persuasive strategies they are using
 * Guide students to use a variety of persuasive strategies
 * Make sure students are using their Persuasion Map as a guide
 * Check their supporting facts and examples for accuracy
 * Help groups write an interesting beginning and ending
 * Encourage partners to read their paragraphs to and provide feedback for each other
 * Edit for grammar and mechanics ||


 * Session 4: Presenting the Persuasive Writing (Friday) **
 * 1. || During this session, partners will present their written argument to the class. Before students present, hand out the Check the Strategy sheet. This checklist is the same one they used for homework after Session 2. Direct students to mark off the strategies they hear in each presentation. ||
 * 2. || Use the Observations and Notes sheet to record your observations. ||
 * 3. || After each set of partners presents, ask the audience to share any persuasive strategies they heard in the argument. ||
 * 4. || After all partners have presented, have students vote for the argument other than their own that they felt was most convincing. ||
 * 5. || Tally the votes and award the prize to the winning team. To end this session, ask students to discuss something new they have learned about persuasive arguments and something they want to work on to become better at persuasive arguments. ||

Mrs. Ball's reading lessons- **Hatchet** by: Gary Paulsen Monday- Before the book inrtoduction (use transparency); introduce vocabulary words- write vocabulary in the journals, and define with student dictionaries; about the author

Tuesday- Chpater 1 partner read; Q. Where was Brian going in the bushplane and why?; chapter 1 reader response

Wednesday- revwie vocabulary, trace and cut hatchets for time line. write first event of the book and glue in the journal; Read aloud Chapter 2; hmwk Q. Describe Brian's first day after the crash

Thursday- Partner read chapter 2, lesson plan (P.168- choppy text style) hmwk- vocabulary puzzle

Friday- review chapters 1 & 2; chapter 2 reader response

Monday-Begin variables investigation 2. See module binder. Continue Variables Vocabulary list. Tuesday-Continue setting up for lifeboats and finding variables. Wednesday-Continue with Variables Thursday-Begin Health packet. The Inner Way. Have students take survey from packet and begin journal for their data collection and reflection. Quiz on Variables Voc. and concepts. Friday-Have students Continue reflecting in journals and create goals for their health from survey and recent activities
 * SCIENCE-Variables-Mass volume, density, Scientific method, Health Education **