|Unit of Instruction||Quarter 1, Week 5|
|Learning Targets and Learning Criteria|
Students will identify parts of an argument.
Students will cite evidence from the text to support what the text says.
Students will identify a claim and clear reasons and evidence to support the claim.
Students will write arguments to support claims with clear reasons and relevant evidence.
Students will identify simple, compound, and complex sentences.
-Students will take notes during the PPT. on simple, compound, and complex sentences.
-Students will look at a model argument essay and identify the parts of an argument. These terms will be used on the vocabulary test.
-The students will work in teams to put together a cut up argument essay in the proper order.
-Students will read the text set on pit bulls and annotate the pros/cons of having a pit bull as a pet.
-Students will plan their writing for an argumentative essay by creating a chicken foot with a thesis and 3 supporting reasons/claims.
-Students will begin their rough draft of the pit bull essay.
-Sentence Quiz on Wednesday
-Vocabulary test on Friday
-Argumentative rough draft essay on pit bulls due Friday