Write it Better!

Standard:  ·        Use precise language and domain-specific vocabulary to manage the complexity of the topic. ·        Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) §  RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. §  RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range. §  RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Learning Target(s):
Learning Target: Students will revise  and use editing.
Opening Session
Warm Up: (Optional)			Activator: (Required) Simple/Compound/Complex Video    https://www.youtube.com/watch?v=AFGs3oT7nQg
Remediation Activity – compound sentence FANBOYS
Work Session
Go over transition words Poster group activity.
Closing Session
Ticket out the door: Revise two sentences.
Assessment Strategies
Data Collection – Essay Rubric
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. Thinking maps. Posters
Process		Flexible Grouping – Video to explain, slow down content, Assess responses.
Product		Student Choice, student work, Student Booklet.
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. Music.
Readiness		Go over reading materials; remediation, posters. Leveled 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, Map, poster-sized materials. Material made for student individual needs.
Methodology		Highlighters – color coded, kinesthetic and visuals, graphic organizers, flexible grouping activity, art activity,
Delivery		Vocabulary defining Scaffolding, highlighters Check understanding! Questions to check understanding, Video activity