Writing Workshop, 01/11/2022

Teachers:  Palmer, Broxson, Sweeney, Scott

Unit/Session: Achieve 3000 - Article connected to Unit 2. Position Papers

Achieve Lesson/Article: “Should the Voting Age Be Lowered?”

Date of Instruction: January 11, 2022 (Tuesday)

Standard/s: ELAGSE8L10 : By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grade 6-8 text complexity band independently and proficiently.

ELAGSE8L4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 content, choosing flexibility from a range of strategies.

Learning Target/ Teaching Point: Today I want to teach you that readers and writers acquire the ability to read and comprehend text through various strategies. 

Success Criteria: I can use different strategies to find the relationship between particular words to better understand new vocabulary words. 

Answer questions on the article and make a score of 75 % or higher.

Today’ strategy is how to summarize using “The 5 W’s” strategy 

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

(Direct Instruction- Connection, Minlesson) 

Grammar Practice: 

Connection: Preview the vocabulary words. 

Debate: a discussion among people who have different opinions about something.

Mature:  fully  grown or adult-like

Primary election: an election in which each party chooses the person they want to run for a job in the government.

Achieve article: Should the Voting Age Be Lowered?

Mini-Lesson: Today you will read an article at your Lexile level and answer questions.  It is important you do your best and score 75% or higher for mastery.  Keep in mind the strategies necessary to be successful. Summary Strategy  “The 5 W's of reading and writing" Strategy examples 

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

(Guided Practice Independent Practice, Collaboration,  Differentiation )

Read and engage students in discussion on the stretch article. 

Active engagement: How do I summarize an article? 

What is the Who of the article?  

Answering Thought Question

Independent Work Time: 

Remember that ALL five steps are required. 

1. Before reading Poll

2. Article - Read the article on your lexile level.

3. Activity - Answer the 8 activity questions.

4. After Reading Poll - answer questions to see if your thinking has changed after reading the article.

5. Thought Question - Answer short constructed response question.

Students who finish early will choose another article to complete independently. 

Mid-Workshop Teach

Encourage students to slow down and answer the questions carefully. 

Differentiation: *For students who have modified lessons through IEP some or all of these may be applied*

• One-on one help

• Extended time (if necessary)

• Teacher cues and prompts to guide discussions.

• Preferred seating

Writing  Conferences: 

__ RDCT Conference

__ Goal Setting Conference

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding.

TKES : 1,2,3, 4,5,6,7,8  

(Summarize/SHARE)

Share/Ticket Out The Door

Students will complete the checklist sheet to indicate  sections of    the lesson they have completed and which section needs more time to complete.

Homework

Students needing extended time will be encouraged to complete all activities  prior to the due date.