Q4: Wk 1 – March 29-April 2

Elaborative Techniques

Elaborative Categories and Techniques

TeacherLaura Raulerson
Subject AreaELA/Reading
Grade Level7
Week #1
Unit of InstructionElaboration Strategies and Techniques, Identifying Relevant Text Evidence
Standard(s) Taught

LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7. W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
LAFS.7. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7. W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7. W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
LAFS.7. W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7. W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
LAFS.7. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS.7. W.1.1 Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7. W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
LAFS.7. W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.7. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Learning Targets and Learning Criteria

I can identify relevant text evidence from multiple sources and incorporate them smoothly into my writing.
I can select and use appropriate elaborative strategies in my writing.
I can effectively plan out the ideas, structure, and evidence of an essay before writing.
I can compose a formal essay fully addressing a given prompt.

Classroom Activities

MONDAY MARCH 29:

– Bell Ringer: Tell a story from Spring Break (minimum 5 sentences)
– Introduce new vocabulary (10 words, provided below)
– Explore “shades of meaning” with new vocab and review new vocab charts
– Lesson: Elaborative Categories and Techniques
– Group Activity: Write sample elaborations in assigned category, share with group, identify best
examples

*COMPUTER INSPECTION AND ORGANIZATION – As the school prepares all of the laptops for upcoming
testing, we will use a small amount of class time to make sure all our computers are charged
and organized. We will also identify any damaged or malfunctioning machines.

TUESDAY MARCH 30:

– Bell Ringer: Write a brief story using at least 4 vocab words in no more than 4 sentences.
– Lesson: Identifying Relevant Text Evidence. Using two articles we will search the
text for details and evidence that may be relevant to responding to a given prompt. After reviewing
article 1 as a whole group, students will interpret/paraphrase prompts and use markers to identify
best related evidence on board.
– Partner Exercise: “Tell Me More” Each partner group will either develop elaboration for a given
prompt, or “cross-examine” another partner group by asking questions to elicit elaboration, the
other partner group elaborates until adequately answered, while rest of class serves as judges.
– Independent Activity: Begin Elaboration Strategies worksheet (due Friday)

WEDNESDAY MARCH 31:

RAINFOREST DAY – ALL MIDDLE SCHOOL

THURSDAY APRIL 1:

– Bell Ringer: Provide commentary on Rainforest Day. Name some likes, dislikes, things you learned,
how the process could be improved, etc. Minimum 5 sentences.
– Debrief Discussion and brainstorming sessions
– A Long Walk to Water context video and related questions
– Vocab review and independent work time (to complete vocab charts and elaboration work sheets)

FRIDAY APRIL 2:

– Bell Ringer: Write a brief story using at least 4 vocab words in no more than 4 sentences. Use
different words than those from Tuesday’s entry.
– Vocab Quiz
– Reverse Engineer Writing Plans from sample essays (whole group)
– Create writing plans from sample prompt and evidence (small groups)

Assignments Due

Due FRIDAY:

– Vocab Chart
– Elaboration worksheet
– Vocab Quiz
– ALWTW video questions

Additional Resources

Q4W1 Vocab (10 words):

Abdicate – (v) to give up or renounce (authority, duties, an office, etc.), especially in a voluntary, public, or formal manner

Admonish – (v) to caution, advise, or counsel against something;
to reprove or scold, especially in a mild and good-willed manner:

Concur – (v) to agree; to cooperate; work together

Connotation – (n) the secondary meaning of a word or expression; something suggested or implied by a word or thing, rather than being explicitly named or described:

Copious – (adj) large in quantity or number; abundant; plentiful

Environment – (n) the aggregate of surrounding things, conditions, or influences; surroundings;

Irrelevant – (adj) not applicable or pertinent; not relevant; unrelated to the matter at hand

Objective – (adj) not influenced by personal feelings, interpretations, or prejudice; based on facts; unbiased: (n) goal; purpose; target

Punctual – (adj) on time; strictly observant of an appointed or regular time; not late; prompt.

Subjective – (adj) based on one’s own moods, attitudes, opinions; pertaining to or characteristic of an individual