Q3W2 (Jan 10-14)

https://www.flocabulary.com/unit/root-words/
https://www.flocabulary.com/unit/prefixes/
https://www.flocabulary.com/unit/suffixes/

bold actions text set

Argument Writing Plan

Evaluate Evidence Chart

Mini Synthesis Life in 1900s

TeacherKevin Kearney
Subject AreaELA/Journalism
Grade Level7
Week #2
Unit of Instruction
Standard(s) Taught

ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts.
ELA.7.R.2.4 Track the development of an argument, analyzing the types of reasoning used, and their effectiveness.
ELA.7.R.3.2 Paraphrase content from grade-level texts.
ELA.7.R.3.3 Compare and contrast how authors with differing perspectives address the same ore related topics or themes.
ELA.7.R.3.4 Explain the meaning and/or significance of rhetorical devices in a text.
ELA.7.C.1.3 Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.
ELA.7.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and peers.
ELA.7.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.
ELA.7.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Learning Targets and Learning Criteria

I can…

– Identify and use rhetorical strategies (pathos, logos, ethos)
– Explain the main point of a text and assess the validity of its claim
– Provide text evidence and elaboration to support my claim
– Compose an effective argumentative essay
– Determine meanings of unfamiliar vocabulary using knowledge of Greek and Latin roots

Classroom Activities

Monday 1/10
– Do Now: Provide commentary on Friday’s game. How can it be improved? What was effective? What was frustrating? If you were not here Friday, tell a story from your weekend.
– Flocabulary videos: Roots, Prefixes, Suffixes
– Intro vocab (Greek and Latin roots)
– Team: Duty Schedule and team work time
– Team: start Argument Writing Plan #2 (“Bold Actions” text set)
Tuesday 1/11
– Do Now: Describe your dream job. Why is this job appealing?
– Demo Argument Writing Planning: Mandela/King model essay with color coding
– Team work on Argument Writing Plan #2 (“Bold Actions” text set)
– IXL Grammar work
Wednesday 1/12
– Do Now: What qualities make a good friend? Are you a good friend according to this definition? Explain your answer.
– Mixed media synthesis “Song of the Shirt” and “Women in 1900” labor statistics
– Elaboration Examples #1 worksheet
– Independent Work Time (finish argument writing plan #2, study vocab, team duty assignments, IXL)
Thursday 1/13
– No Do Now
– VLT (District Mandated Writing Assessment)
Friday 1/14
– Do Now: Write as many words as you can think of that use the Greek/Latin roots from this week’s vocab list.
– Vocab Quiz
– Finish RPG

Assignments Due

ON Thursday: VLT (District mandated writing assessment – whole class period)
DUE Friday: Elaboration Example #1 (individual), Argument Writing Plan #2 (team), Vocab Quiz

Additional Resources

Vocab Q3W2

Anti/Contra – against
As in “Anti-bacterial” and “contraindicated”

Counter – opposite
As in “counter-clockwise”

De – reduce
As in “deduct”

Ex – out
As in “expel”

Neo – new
as in “neonatal”

Omni – all
As in “omnipotent”

Peri/Circum – around
As in “perimeter” and “circumvent”

Post – after
As in “Posthumous”

Pre – before
As in “preview”

Re – again
As in “rerun”