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|Unit of Instruction||Writing, rhetorical questions turned in to positive statements, renaming the main noun, book report books, reading aloud to parents|
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), reasons, and evidence.
|Learning Targets and Learning Criteria|
My students will learn a more mature way of starting an informative or persuasive essay.
My students will learn how to improve their writing by renaming the main noun.
My students will learn how to write with descriptive writing.
My students will learn how to harvest information from video and text sources.
symptoms – physical features that are regarded as indicating a condition or disease
Monday – New lesson on changing a rhetorical statement to a positive statement. New lesson on renaming a main noun. Finish diagnostic reading test, finish baseline essay on Think Cerca. Read Submerged. Sign up for book report book if you haven’t already done so.
Tuesday – Review rhetorical statements/positive statements and renaming a main noun. Read Submerged.
Wednesday – Independent reading. Writing lesson. NO HOMEWORK!
Thursday – New lesson on writing with descriptive details. Read Submerged.
Friday – Spelling test. Vocabulary test. Read Submerged. Informative writing.