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

Type Time Imperialism

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: How is the Prime Directive relevant to imperialism?
Opening Session
Warm Up: (Optional)			Activator: (Required) •        https://www.youtube.com/watch?v=RQhODyHyAzc
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

Imperialism Essay

R.L. Osborne High School

Daily Lesson Plan

Standard:  §  RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 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.
Learning Target(s):
Learning Target: How is the Prime Directive relevant to imperialism?
Opening Session
Warm Up: (Optional)			Activator: (Required) •         http://useconomy.about.com/od/usfederalbudget/fl/Cost-of-Iraq-War.htm •         https://www.youtube.com/watch?v=xfV9fmFIQwA
Remediation Activity
Work Session
First three paragraphs
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
Delivery		Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding

Imperialism Essay

Standard:  §  RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 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.
Learning Target(s):
Learning Target: How is the Prime Directive relevant to imperialism?
Opening Session
Warm Up: (Optional)			Activator: (Required) •         http://useconomy.about.com/od/usfederalbudget/fl/Cost-of-Iraq-War.htm •         https://www.youtube.com/watch?v=xfV9fmFIQwA
Pre-writing activity
Work Session
Agree/Disagree First three paragraphs
Closing Session
Ticket out the door: Last question.
Assessment Strategies
Responses to group questions. Reader response.
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
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
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers
Delivery		Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding