Monday, February 29, 2016

Continue Writing Sample Enclosed

Standard: 
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
§  c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Learning Target: Students will write a thesis statement and research two supporting details, l counter argument and a conclusion.

Learning Target(s):
Learning Target: Write an argument paper.


Opening Session
Warm Up: (Optional)

Activator: (Required)
         Tsunami Video
Remediation Activity – Provide work sample.

Work Session
Type or write paper.

Closing Session

Ticket out the door: Differentiated.
Assessment Strategies
Essay elements.

Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation
X
Identify strategies used and modifications made. Must differentiate at least one area – content, process, or product) Be specific.
Content

Simplified. Use of extensive scaffolding. Highlighting. Explanation of vocabulary.
Process

Flexible Grouping – Video to explain, slow down content
Product

Student Choice, student work
Methods to Differentiation
X
Identify strategies used and modifications made. Must differentiate at least one way – interest, readiness, or learning style. ) Be specific.
Interest

Relevance – to history and contemporary events.
Readiness

Go over reading materials; remdiation
Learning Style

Visual, Intra- and Interpersonal, use of visuals –video, Groups!
Specialized Instruction (SpEd Only)
To address the unique needs of the student that result from the student’s disability and
To ensure access of the student to the general curriculum.
Methods to Specialization
X
Identify strategies used and modifications made. Must specialize in at least one way to correspond with your student’s needs – content, methodology, and/or delivery). Be specific.
Content

Visuals –pictures, Video, Group activity, Map
Methodology

Highlighters – color coded, kinesthetic and visuals, graphic organizers, argument paper template
Delivery

Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding

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